Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Abstract

Purpose The purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Design/methodology/approach The study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data. Findings All learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Practical implications The study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services. Originality/value The offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.