Effect of Lecturers' Attitude on Use of Educational Support Systems for Teaching in University-based Library Schools in Nigeria

Akinde, Taiwo Adetoun; Adetimirin, Airen

doi:10.1080/10572317.2017.1270695

Cited by 2 publications

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“…Section B was on LIS Educators’ Actual Use of ESS (LEAUE) and contained 20 items measuring the dependent variable ‘Actual use’. The items were adapted from Akinde and Adetimirin (2017a). The respondents were asked to indicate their level of agreement to statements on how they actually put ESS to use for teaching.…”

Section: Methodsmentioning

confidence: 99%

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

Akinde

Adetimirin

2018

Journal of Librarianship and Information Science

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This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.

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Section: Methodsmentioning

confidence: 99%

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

Akinde

Adetimirin

2018

Journal of Librarianship and Information Science

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Technology Adoption for Teaching

Adetimirin

2020

Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom

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Lecturers use technology for teaching to make learning more interactive and meet the different learning needs of students to promote their learning outcomes. The use of technology by lecturers will achieve the global trend of student-centered learning, where the course curriculum, pedagogy and type of technology should be focused on the needs of the students. To achieve meeting the needs of the students in a class, lecturers adopt technology such as interactive boards, learning management systems, videos, webcam to deliver their course content. However, the appropriate technology must be adopted for the topics in each course and used based on the rules and regulation referred to as ethics. Lecturers must use technology appropriately to avoid unethical acts such as copyright infringement and plagiarism in the retrieval of information resources from electronic sources such as the internet. Literature has revealed that lecturers are involved in unethical acts and need to be educated on ethical use of technology. This chapter examines the use of technology by lecturers for teaching, ethical behavior and recommended that regular ethical education should be provided to the lecturers through information literacy programs for them to become knowledgeable in the ethics of using technology and avoid unethical acts.

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Effect of Lecturers' Attitude on Use of Educational Support Systems for Teaching in University-based Library Schools in Nigeria

Cited by 2 publications

References 1 publication

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

Technology Adoption for Teaching

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