By; Harriet M. Nabushawo, Samuel N. Siminyu & Paul B. Muyinda Makerere university Dept of Open and Disatnce Learning 3rd International Conference of the AVU

1. LThe role of Public Libraries in accessing OERs to distance l
rsity
The Role of Public Libraries and Emerging Technologies in
accessing OERs to ODL students at Makerere University
By:
Harriet M. Nabushawo, Samuel N. Siminyu & Paul B. Muyinda
Makerere University (Uganda)

2. iNrIntroduction
 Makerere a dual mode university was running conventional
(internal) programs until 1991.
 Open and Distance Learning (ODL) is a mode of study where
teachers and students are often separated by time and space.
 The main teaching tool are specially prepared materials in
print, CDs, Audio, video and audio-visual.
 Supplementary materials like text books, readers, reports, e
resources etc.
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3. Access to study materials / resources
 Students access these resources through libraries both
on campus and off campus
 Study materials are also offered both online and offline.
 Emerging technologies have facilitated access to online
materials like OERs
 Mobile phones and tablets have been used to access OERs
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4. Motivation of the study
Earlier studies indicate that library services are inadequate in
study centres: (Mayende & Obura, 2013: Bbuye, 2012: Kawalya,
2010: Wrightson & Otto, 2005, Aguti, 2004)
Students are instead utilising public libraries
A public library is a local information centre, which have always
supported distance learners (Meredeth, 2010).
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5. Motivation Cont--d
 Mobile learning has become popular due to accessibility of the
devices like phones, tablets, I pads, laptops etc
 These are ubiquitous technologies which are available and
accessible to students
 They posses media, temporal and navigational affordances
(Bower, 2008)
 The study therefore set out to examine the contribution of
public libraries and emerging technologies in accessing OERs to
students
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6. Open Educational Resources - OERs
These are teaching, learning & research resources available in
the public domain (OECD, COL & WikiEducator)
Released under intellectual property license that permits their
use
They take different forms; full courses modules, text books,
videos, software, tools etc
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7. tWhy are they important in ODL?
hey important in ODL?
They supplement study materials given to students
They promote personalized learning – modified to meet
individual student needs
They provide access to quality educational resources there by
democratizing teaching and learning
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8. tResearch Questions
hey important in ODL?
The study was guided by the following questions;
What ICT services and resources are available in public libraries
to facilitate access to OERs?
How have emerging technologies like mobile phones assisted
ODL students in accessing OERs for learning?
What challenges do ODL students face in accessing OERs?
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9. Methodology
 The study adopted both qualitative and quantitative research
approaches
 Sampled 180 students and key informants
 Used Primary and Secondary data collection methods
(Questionnaires, Interviews and observations)
 Qualitative data was categorized and thematically coded while
numerical data was analyzed with descriptive statistics.

10. Findings: Availability ICT resources/services in Public
Libraries
Available ICT resources /services in PL YES NO
Computers and other accessories 20 (12%) 144 (88%)
Internet services 55 (34%) 109 (66%)
OERs 38 (40%) 57 (60%)
Photocopying and scanning 35 (21%) 129 (79%)
Technical staff ( IT and Librarians) 144 (88%) 20 (12%)
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11. Findings: Accessibility of OERs through mobile phones
YES NO
Possession of mobile phones 152 (97%) 4 (3%)
Mobile phone connected to the internet 116 (72%) 45 (28%)
Use of mobile phone to access OERs 111 (85%) 20 (15%)
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12. Challenges of accessing OERs by ODL students in Mak.
 No official Partnership to facilitate effective access of
OERs
 Unreliable internet services and electricity in the public
libraries
 Limited computers for use
 Physical limitations of mobile phones like; Limited capacity,
small screens, battery time, small key pads etc

13. Limited computer skills and knowledge for information search
 Restrictions by operating systems
Limited knowledge of instructors about the functionalities and
affordances of mobile phones.
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16. Conclusions
 OERs are a great support to teaching and learning mainly in
higher institutions of learning where acquisition of rich
resources is still a challenge.
 Public libraries are well positioned to provide OERs to both
the public and students since they possess basic ICT resources
 Due to limited ICT services, the use of ubiquitous technologies
like mobile devices has been explored
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17. Recommendations
 There is need for the university to partner with other
institutions with facilities and resources to ensure continuity
of learning.
 Since the University has subscribed to several data bases,
these resources should be accessible to ODL students as well
through either study centres or public libraries
 The ODL students should be sensitised and trained in accessing OERs
for leaning purposes.
 ODL students to be encouraged to make use of mobile phones to
access OERs.07/25/16

18. Key References
• ACRL, ( 2008). Association of College and Research Libraries: Standards
and guidelines for Distance Learning Library Services.
• Bower, M. (2008). Affordance analysis–matching learning tasks with
learning technologies. Educational Media International, 45(1), 3-15.
• Kukulsa-Hulme, A., & Traxler, J. (2005). Mobile teaching and learning. In
A. Kukulsa-Hulme & J. Traxler (Eds.), Mobile learning (pp. 25 - 44). Oxon:
Routledge.
• Mayende, J.& Obura. C.O. (2013). Distance Learning Library Services in
Ugandan Universities. In journal of Library and Information Services in
Distance Learning. Published on line.07/25/16

19. Acknowledgements
To Makerere University
To African Virtual University
Thank you for your aTTenTion
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