Towards Equitable Access: Improving Library Services for Distance Learning Students

1 Introduction

The rapid evolution of distance education craves the provision of quality teaching and learning platforms and knowledge-based services to support students in their academic endeavors. Researchers have shown keen interest and commitment to understanding students’ learning behavior and experiences in higher learning to develop the best-supporting systems to help students attain high academic standards (Atuase and Maluleka 2023; Sam-Tagoe and Akuamoah-Boateng 2018). Academic libraries contribute to students’ learning and research process by offering equitable access to relevant information resources to achieve parity in higher education programs, especially in distance learning (Association of College and Research Libraries (ACRL) 2023).

University libraries are knowledge hubs with high quality learning resources like print and electronic books, scholarly databases and journals, theses and dissertations, and reference materials. They also provide services to aid students, faculty members, and researchers in making the best use of library resources, which include research support, virtual and physical reference services, lending services, and more (Nnenda 2022). Academic libraries have also invested in creating learning spaces, such as learning commons and social learning environments to influence research and active learning.

Essentially, the effective use of high-quality and relevant library resources makes learning and research easier and more successful. Atuase and Maluleka (2022) established that library-support services are proven to yield positive learning outcomes, improving research skills, critical thinking, and analytical skills necessary for lifelong learning (Nurse, Baker, and Gambles 2018). These services and resources add value to the learning process of students aiding in the development of intellectual, social, and economic well-being of people. It is, therefore, very important for university libraries to put in place adequate measures to greatly enhance library support services and resource utilization.

Meanwhile, there are common concerns among researchers about the limited use of library resources and services by distance learners (Adejo 2020; Mensah and Afful-Arthur 2019; Owusu-Ansah, Rodrigues, and Van Der Walt 2018). These seem to suggest that libraries focus more on the provision of information resources and services but neglect the facilitation process for the access and use of their information resources and services by distance learning students. There are, in turn, issues militating against the effective use of library resources and services by distance learning students (Adejo 2020; Buruga and Osamai 2019). As well as this, there are fears that students in distance learning programs could face difficulties in their learning process due to low utilization of library resources and services in their self-tuition activities (Atuase and Maluleka 2022).

However, researchers have made several recommendations and interventions regarding increasing students’ use of library resources and services (Nnenda 2022; Soltani and Nikou 2020), however, a more practical approach is needed to determine the underlying library-support strategies for effective use of library support services among distance learning students in Ghana.

2 Theoretical Framework

Astin’s (1993) Input-Environment-Out (I-E-O) model explains how students’ development can be achieved based on their level of involvement and efforts in the college learning process. According to Astin, students’ persistence is influenced by their level of involvement in the higher learning process.

The model is engrossed with three main concepts: the inputs, environment, and outputs. The inputs present students’ prior experiences before embarking on higher education; the environment presents the learning activities in higher education (Astin 1993); and outputs refer to the experiences, skills, and knowledge gained during and after completion of higher educational programs (Astin 1993).

Student academic excellence in higher education is dependent on having access to good support systems because, without such support, learners may be liable to delays in program completion or dropping out of school (Sam-Tagoe and Akuamoah-Boateng 2018). In particular, student involvement with library resources and services is viewed as important in their learning process.

Much research has been conducted using Astin’s model to examine library support services, student involvement patterns, and academic outcomes (Banleman and Adjoa 2017; Kot and Jones 2015; Whitmire 1998). However, most studies were conducted by students on campus learning programs with little research on involvement levels of library resources and services of students in distance learning programs. This study aligns with the concepts of the Astin’s (1993) Input-Environment-Out model.

3 Literature Review

The literature review aims to examine research studies on how higher education distance learners use library resources and what strategies enhance the effectiveness of library usage among distance learning students, with the main goal to identify gaps in the existing literature and address them in the present study. Thus, the literature review covered the use of the library by higher learners, challenges to the use of library resources and services, and measures to improve the use of library support services and resources.

4 Methodology

This section presents detailed processes used to conduct the study. The study employed a descriptive survey research design that utilized both qualitative and quantitative methods to gather and analyze data, with data collected through questionnaires and semi-structured interviews to explore library support strategies for distance learning students. The combination of research approaches in a single study allowed the researcher to conduct a multi-dimensional examination of the phenomenon under study.

The population of the study consists of second-year distance learning students of undergraduate and postgraduate programs from the University of Education, Winneba, and the University of Cape Coast (UCC). These students were selected because they had real experience in using library support services and resources for their studies and were in a better position to give feedback on how the library information resources and services had influenced their learning activities. The universities chosen were pioneers and pacesetters of distance education programs in Ghana, with the highest student enrolment to date. Purposely, subject librarians and distance learning librarians were chosen to share their experiences in the qualitative study.

Cochran’s (1977) sample size formula determined the sample size for the study, with this formula considered fit for a large population (Yarahmadi 2020). The sample size for the study was 1,269, which constituted 747 undergraduate students and 522 postgraduate students from 26 study centers. To a large extent, choosing the sample size in survey studies is crucial to determine the precision of estimation to make inferences and generalize the findings (Kumar 2019).

A systematic simple random sampling technique was employed to select student participants for the quantitative study. A random count with an interval of five was used to select names from the list of students until the appropriate number of students was selected to represent the study in each category, which gave an unbiased and clear assessment of demographic features.

In the qualitative study, the librarians and students were selected using the purposive sampling technique. The selection was guided by the principle of saturation point to ensure the data’s adequacy and the study’s rigor, trustworthiness, accuracy, and richness. As a result, six librarians and 12 students were chosen for the interview.

Furthermore, the study used Astin’s (1993) I-E-O model, with the input variables including gender, age, and course of study. The environmental variables of interest were measures to improve the utilization of library resources by distance learners and the output of interest was to increase the use of library services and resources among distance learners to achieve their learning outcomes.

5 Data Analysis

This section presents a detailed analysis of quantitative and qualitative data from distance learning students and a smaller group of librarians for a comprehensive understanding of the perspectives and experiences of the participants on the topic of study.

The quantitative data were analyzed using descriptive statistics and multinomial logistic regression analysis, while the interview data was analyzed thematically, that is, the recorded data was transcribed manually, coded, and presented according to themes. Also, the names of respondents were replaced with codes to mask the identity of respondents. For instance, UEWUS1–UEWUS3, UEWPS1–UEWPS3, and UEWL1–UEWL3 represented the opinions of the first to third undergraduate and postgraduate students and librarians from the University of Education, Winneba accordingly. Also, UCCUS1–UCCUS3, UCCPS1–UCCPS3, and UCCL1–UCCL3 presented the views of undergraduate and postgraduate students and librarians from the University of Cape Coast. The results of the analysis were presented in tables.

6 Discussion

This section discusses findings of the study in relation to the objectives of the study. The findings of the current study established that students’ level of usage of library resources was not regular but electronic resources were highly preferred over print resources, with Akintola (2021) making similar observations about the limited use of library resources and services by students. It also confirms Alijani and Khasseh’s (2015) assertion that libraries place less focus on understanding the information needs of distance-learning students when providing services. This means libraries must devise the best strategies to improve the use of library resources among distance learners.

Moreover, libraries offer services to aid students in effectively accessing the right information for their process. The findings of the study revealed that distance-learning students made moderate use of library-support services such as user education, reference, and research support. This means that students’ inability to fully access library-support services to their learning advantage may impede their academic progress.

The input components in the Astin I-E-O model are mostly based on student background attributes and are a significant predictor of student involvement in the learning process. In this study, the university that students attended, gender, age, and academic programs were used to examine the impact of the input variable on distance learners’ use of library services and resources, which could help to consider students’ differences, preferences, and experiences to offer the right support for effective access to information resources for their learning activities.

As a result, students’ background characteristics and use of library services and resources were determined using multinomial logistic regression analysis. The findings showed a significant difference between the university that students attended and the use of library services and resources. It stands to reason that, when students feel supported in their learning activities, their involvement in the learning environment increases.

Also, gender was another demographic variable used to determine students’ use of library resources and services. The study discovered no significant differences in the use of library services and resources between males and females, a finding which contradicts the observations of Obasuyi (2020), who established a positive relationship between student gender and the use of online library resources. Also, the assertion of Astin’s I-E-O (1993) model found a significant relationship between gender and student involvement in the learning environment.

Furthermore, the survey found that middle-aged students used library resources and services more than young people. Students over age 39 used the library’s services and resources more than students under age 39, a finding which is contrary to that of Obasuyi (2020) who discovered a significant relationship between student age and the use of online library resources. On the other hand, the current findings validate Astin’s I-E-O (1993) model, which indicates a relationship between age and student involvement in the learning environment. This shows that, while university libraries must continue to improve awareness of their services to increase usage, they must equally consider age disparities.

The results of the study further revealed a statistically significant difference between students enrolled in MPhil programs and those enrolled in diploma, bachelor’s degree, and MBA programs. This shows that distance MPhil students utilized more library services and resources than students who studied other courses, findings which confirm that of Obasuyi (2020) and Tury, Robinson, and Bawden (2015), who revealed that students’ academic level and study subject had a substantial impact on how they accessed library resources. This shows that students’ academic status is an important determinant of the use of library resources and services.

Effective use of library resources promotes lifelong learning and contributes to the development of individuals and communities. However, the findings from the study substantially identified obstacles distance-learning students encountered in using library resources and services, which include the unfriendly nature of library websites, inadequate knowledge, and skills, and lack of time to access library resources, as well as high data costs to use e-resources and participate in library webinars, authentication issues with library websites, a lack of Internet and digital devices, and limited access to physical libraries, findings which are similar to that of Akintola (2021) and Dube (2023). Buruga and Osamai (2019) and Astin (1993) emphasized that students may disengage from the entire learning process if they do not find a favorable learning environment and use learning resources.

There is also a failure on the part of librarians to make themselves accessible and respond swiftly to student queries. This shortcoming can lead students to search for alternative, subpar resources for their learning and research needs, which could negatively impact their academic achievements. Meanwhile, librarians faced issues with logistics, staffing, and financial challenges in providing services to distance-learning students.

Given this, participants made some suggestions on the improvement of library service delivery for distance learning students including the provision of library guides to students at the beginning of every academic year to help them familiarize themselves with the library support services and resources, access to user-friendly library websites, and provision of regular user education on library resources and services. These findings are consistent with those of Nnenda (2022) and Bashorun et al. (2021) who encouraged librarians to empower users with the requisite skills to use library resources effectively.

According to Astin’s (1993) I-E-O model, students’ development is inextricably linked to their involvement with faculty. Therefore, librarian and faculty members’ engagement is seen as a component in providing efficient library support services to distance learners, which confirms the suggestions of librarians who indicated that libraries should make conscious efforts to collaborate with faculty and other sister libraries to facilitate access to library resources by distance learners. ACRL (2023) suggests a collaborative relationship between librarians and faculty members could facilitate the use of library support services among distance learners. In an earlier study, Nabushawo, Aguti and Winterbo (2016) confirmed that cooperative agreements between libraries are necessary for distance learning students to access valuable library resources and services.

There is increasing recognition for state-of-the-art libraries at major study centers for collaborative learning and research among distance learning students. Also, it has been further suggested that librarians should provide advocacy, outreach, and promotional activities to increase awareness of library resources and services to ensure effective library usage. Other suggestions include the provision of training and logistics for effective service delivery and that libraries should conduct regular reviews of services and assess student information needs. Finally, the delivery of quality service to students requires adequate staff capacity. In this regard, the sequential nature of these suggestions means that access to library resources and services could have a mediating effect on students’ learning.

Overall, some of the results of this study are consistent with other research findings, but the current study offers a comprehensive examination of the background and characteristics of distance learning students in Ghanaian universities through a descriptive survey approach. Also, this study provides a more in-depth understanding of the factors that influence library use among distance learners. As a result, it is essential for frequent studies to identify and address issues relating to library use to facilitate effective learning amongst distance learning students.

7 Conclusion and Recommendations

The purpose of the study was to examine library support strategies for the effective utilization of library support services and resources by distance learning students. Drawing from Astin’s model, library initiatives enable students to become actively involved in library resources and services, with the notion of enhancing their learning activities. The results of the study revealed that library resources were under-utilized by distance learning students, who were constrained by computer network systems, unfriendly library websites, and a lack of prompt responses to queries. Also, librarians are confronted with logistics and staffing issues which hinder effective service delivery to distance learners. These limitations, if not appropriately controlled, could be highly detrimental to effective access to library services by distance learners.

Hence, the study proposed more practical strategic support services by leveraging emerging technologies to provide cutting-edge services and learning environments that enrich the scholarship and creativity of distance learning students. The model is presented in Figure 1.

Figure 1:

Model for effective use of library resources and services by distance learners.

As shown in Figure 1, improving library resources and support services to enhance usage by distance learners for their learning activities requires the following:

Evaluate existing distance-library service delivery: libraries must conduct periodic evaluations of services and resources to distance learners and review services in tune with trends to offer satisfactory services.

Information needs assessment: assess students’ information needs while taking into account students’ demographics in terms of age, academic status, and academic program.

Create an appealing website: create user-friendly library websites for easy access to information resources and services.

Promotion of library resources and services: prioritizing the use of library resources and services cannot be achieved without promotional initiatives. Libraries should use technologies, especially social media platforms, to share, interact, and deliver information services to students, as well as provide guidelines/instructions on e-resources in leaflets and short videos via library websites, emails, WhatsApp groups, and social media platforms. Libraries need to involve faculty members in the promotion of library resources and services to distance learners.

Training/instructions on library resources and services: training serves as capacity-building on the use of library resources and services. In the case of distance learners, these are carried out through online/face-to-face orientation programs, webinars, and seminars. Also, library staff should be provided with the needed logistics and training to deliver efficient library support services.

Provide computer network systems: the library needs to liaise with faculty members to provide access to the internet, computer devices, and libraries at distance learning study centers for students to use library resources and services to enhance their learning.

Develop collaborative agreements with faculty members and other libraries: modelling distance-education students through the learning process is a collective responsibility shared by all university establishments, and no single entity can claim sole responsibility. The library should keep collaborative ties with the management of distance learning programs to offer training and promote library resources and other services to students; in turn, the academic libraries of distance-learning institutions should form higher-level collaboration agreements with other institutional and community libraries. In terms of providing access to learning resources and facilities, space, instructions/training, and information support services are needed to allow distance learners to gain research experience, broaden their understanding of course content, and achieve positive learning outcomes.

8 Limitations of the Study

The primary objective of this study was to explore the library support strategies for undergraduate and postgraduate students in distance learning at two universities in Ghana. However, the scope of the study is somewhat limited and might affect its applicability to a larger population. Again, involving faculty members who teach distance learning students would have added more depth and context to the study.

9 Future Research

Further research is needed for more extensive research into the use of library resources and services among higher-distance learners in Ghanaian universities to inform policy. Furthermore, it is imperative to identify efficient strategies for delivering library services to distance learners, considering the increasing adoption of artificial intelligence technologies.