Can VeSeL provide a model for collaborative participation in the design and delivery of

e-learning?

Pauline Ngimwa

PhD student

The Open University, UK

Outline

Research Project Research topic Methodology Findings

VeSeL: a model for collaborative participation approach for e-learning players

Research project Research problem

Development of e-learning and its implication for African Higher Education a continent of challenge for expanding access to new

technologies huge opportunity for deployment of these technologies

for education expansion Expectations for universal access (Millennium

Development Goals, UNESCO’s Education for All goals) to basic education means increased demand for teachers

Continental challenge of meeting this demand (Gross enrolment Ratio below 5% in most countries)

Therefore huge potential for e-learning and supporting information resources

Academics and librarians are experiencing change in their role and importance

Two perspectives of electronic information resources in e-learning context e-learning perspective

lays emphasis on content production, collaboration and exchange of knowledge

libraries’ perspective focus on content organisation, retrieval and access

The two have a role in mediating and providing the interface between the extraordinary riches of the digital world and the planning and presentation of the courses

The student is at the centre of these two perspectives, therefore the need to understand their perceptions of these resources.

The study is an investigation of the perceptions of students in African universities on electronic information resources, with a focus on the user support and effects of subject disciplines on the

perception.

Methodology A qualitative study within a case-study

framework Why a case study?

Suitability for small scale research, allows focus on fewer cases (Blaxter, et al, 2006 & Burns, 2000)

Answer to the ‘how’ question of students perceptions (Yins, 2003)

Context is the University of Nairobi, Kenya School of Computing and Informatics (Chiromo

Campus) Faculty of Agriculture (Upper Kabete Campus) University Library

Participants

Purposive sampling to identify students familiar with electronic information resources and belonging to two subject disciplines 5 postgraduate Agricultural students 5 postgraduate and 3 undergraduate Computer

science students VeSeL team provided this combination Included selected academics and library

personnel

Data collection instruments Data collection instruments

In-depth interviews Semi-structured with open-ended questions to allow

students tell their stories Allowed probes and follow-up questions for emerging

issues Informal conversations with lecturers and librarians Library documents, mainly statistical reports Observations

Data analysis followed thematic analytical approach

Findings

Library’s electronic information service University places high importance on the role of the library in

research and scholarship But, findings reflected poor usage of electronic information

resources, usability difficulties and inappropriate provisions

High levels of IT skills among students and lecturers are changing perceptions of roles and levels of engagement Lecturers taking the role of facilitating the access and usage of

the resources – role belonging to the librarians More engagement with the lecturers Electronic information resources and e-learning resources seen

as one thing Students taking more charge of their usage of these resources

Findings

Librarians being left out of the picture! Perceived as having inappropriate skills to provide

electronic resources service A disconnect between what is needed and what is

provided Limited collaboration between lecturers and

librarians and between librarians and students Therefore no participation in the e-learning

environment

VeSeL: a model for a collaborative for participation approach for e-learning players Brings together key players in a complex e-learning

landscape Students as learners Students as active participants in the design of e-learning

As creators of knowledge As facilitators of knowledge exchange

A team of experts providing support, guidance and resources Creating and enabling virtual spaces for knowledge exchange

and networking End-user (community of farmers) who also act as

knowledge creators End-user focused Lots of engagement at all levels

VeSeL’s role similar to the information providers (Librarians) Traditionally, librarians actively participated in a learning

environment Provided suitable resources Provided physical spaces (seminar rooms, etc) for knowledge

exchange Currently, two models exist at the University of Nairobi but at

different levels “VeSeL’s expert/end-user focused” at the project level “Traditional librarian/lecturer model” at the institution level

Could VeSeL be a model for the library to engage with its’ students better and allow for better support for the lecturers in developing and supporting e-learning through electronic resources?

asante sana