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  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?

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