The age factor in the use of peer-reviewed electronic journals by Zimbabwean academics

Abstract

Background: The emergence of peer-reviewed electronic journals on the academic scene at the turn of the century was well received by university libraries in Zimbabwe. They established a consortium to facilitate conveyance of the resources to their patrons. Use of electronic journals by academics, however, has remained minimal almost two decades after their introduction. Efforts by librarians to address this challenge are hampered by lack of context-specific information on how age, among other demographic factors, affects adoption and use of electronic journals by academics. Such information is critical in promoting its use.Objectives: This study examined age differences in the awareness of peer-reviewed electronic journals by academics in Zimbabwean universities, use of electronic journals and possession of technological skills needed to negotiate the electronic journals environment.Method: This study employed a quantitative approach using a survey research design. Data were collected through structured questionnaires administered to a sample of 363 academics from three universities in Zimbabwe. Data were analysed through the Statistical Package for Social Sciences to produce tables.Results: Younger academics were more aware of electronic journals, however, the older academics accessed more articles. Younger academics possessed higher technological skills than older academics.Conclusion: There are age differences among academics with respect to awareness, use and possession of technological skills that librarians must take into account as they promote adoption and use of electronic journals.

Use of electronic resources in research and learning in a health sciences library in Ghana: An analysis of awareness and perception of users

“…It can be inferred from the results that the majority of the respondents received training occasionally or irregularly. The results disagree with that of Sethi and Panda's (2012) results, who revealed that most of the respondents used e-resources frequently ranging between 2–3 times a week. Sethi and Panda (2012) users included faculty members, researchers, MPhil, and postgraduate students whilst in this current study most of the users who use the library were undergraduate students.…”

“…The results disagree with that of Sethi and Panda's (2012) results, who revealed that most of the respondents used e-resources frequently ranging between 2–3 times a week. Sethi and Panda (2012) users included faculty members, researchers, MPhil, and postgraduate students whilst in this current study most of the users who use the library were undergraduate students. It can be established from the results that the library must give attention to all categories of users.…”

“…Age influences the use of e-resources with younger users exhibiting more competencies. Machimbidza and Mutula (2020) concluded in their study that younger academics possess higher technological skills than older academics; hence, high usage of e-resources among the younger academics as compared to the older academics. Likewise, Quadri (2013) showed that younger users relied on electronic resources more heavily and rated themselves more adept at using them than the older users.…”

A Framework for Embracing Web 2.0 Technologies to Nurture the Reading Habits of Secondary School Learners in Zimbabwe

“…The UTAUT model aims to explain technology acceptance and is based on eight technology acceptance theories or models. The acceptance of UTAUT has not been limited to one or a few cultures, but the model has been accepted and used cross-culturally in all continents of the world (Machimbidza, 2014). The theory holds that four key constructs: performance expectancy, effort expectancy, social influence and facilitating conditions, directly determine usage intention and behaviour .…”