Graduate Students' Perceptions of Library Support Services for Distance Learners

2001 ◽  
Vol 32 (1-2) ◽  
pp. 393-408 ◽  
Author(s):  
Carol J. Tipton
Keyword(s):  
Graduate Students ◽  
Support Services ◽  
Distance Learners ◽  
Library Support

scholarly journals Library Support to Distance Learners

2011 ◽  
pp. 122-134
Author(s):  
Kshema Prakash
Keyword(s):  
Social Networking ◽  
Information Literacy ◽  
Support Services ◽  
Distance Learners ◽  
Library Services ◽  
Distance Learner ◽  
Library Support ◽  
The University ◽  
Distance Education System ◽  
Social Networking Tools

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

scholarly journals Provision and Access to Library Support Services for Distance Learners in Ladoke Akintola University, Nigeria

2021 ◽  
Vol 87 (1) ◽  
Author(s):  
Musediq Tunji Bashorun ◽  
AbdulHakeem Olayemi Raji ◽  
Omotayo Atoke Aboderin ◽  
Yusuf Ayodeji Ajani ◽  
Esther Kehinde Idogun-Omogbai
Keyword(s):  
Support Services ◽  
Distance Learners ◽  
Library Support

Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians

2011 ◽  
pp. 306-319 ◽  
Author(s):  
Badrul H. Khan ◽  
Laura J. Cataldo ◽  
Ruth Bennet ◽  
Salvatore Paratore
Keyword(s):  
Learning Environment ◽  
Support Services ◽  
Learning System ◽  
Design Development ◽  
Flexible Learning ◽  
Learner Centered ◽  
Library Support ◽  
Development Evaluation ◽  
High Level ◽  
Goals And Objectives

To create a successful flexible learning system, one with a flexible learning environment where learning is actively fostered and supported, a systematic process of planning, design, development, evaluation, and implementation is needed. A flexible learning system should be meaningful not only to learners, but also to all stakeholder groups, including instructors and support services staff. For example, a flexible learning system is meaningful to learners when it is easily accessible, well designed, learner centered, affordable, and efficient and has a facilitated learning environment. When learners display a high level of participation and success in meeting a course’s goals and objectives, this can make learning meaningful to instructors. In turn, when learners enjoy all available technical and library support services provided in the course without any interruptions, it makes technical and library support services staff happy as they strive to provide easy-to-use, reliable services.

scholarly journals Listening and learning: myths and misperceptions about postgraduate students and library support

2019 ◽  
Vol 47 (4) ◽  
pp. 594-608 ◽  
Author(s):  
Shiobhan Alice Smith ◽  
Antje Lubcke ◽  
Dean Alexander ◽  
Kate Thompson ◽  
Christy Ballard ◽  
...  
Keyword(s):  
Focus Group ◽  
Support Services ◽  
Master's Students ◽  
Student Preferences ◽  
Content Type ◽  
Postgraduate Students ◽  
Seeking Help ◽  
Library Support ◽  
The University

Purpose The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them. Design/methodology/approach A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software. Findings Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options. Originality/value Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

scholarly journals Graduate Students’ Needs for a Mentoring Program in a Saudi Context

2019 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shorouq Ali AL-Garni ◽  
Khawlah Al-Muhammadi ◽  
Abrar AL-Sulami ◽  
Nadia Shukri
Keyword(s):  
Graduate Students ◽  
Mixed Method ◽  
Support Services ◽  
Academic Support ◽  
Literary Work ◽  
Library Services ◽  
Mentoring Program ◽  
Psychological Counselling ◽  
Educational Environments ◽  
Method Approach

Mentoring programmes are very common in many educational environments, especially for MA students. This study focuses on MA students' needs for a mentoring programme in the ELI of king Abdul-Aziz University (KAU), Saudi Arabia. It examines the type of services that graduate students might need in the mentoring programme. The sample of participants were 30 MA students in TESOL at KAU. The data was collected through distributing a questionnaire consisting of 21 questions in which 19 items were open-ended questions and 2 items were closed-ended questions. The study followed a mixed method approach. The closed-ended questions were analysed quantitatively while the open-ended questions were analysed thematically. The findings showed that MA students are in urgent need of a mentoring programme that offers academic support, library services, and other support services like psychological counselling and guidance with MA dissertations. This study is a thorough literary work since it focuses on the needs of MA students in the Saudi context before the actual implementation of the mentoring programme. It also suggests that after a period of initiating the mentoring programme, a survey can be sent to MA students via email to ask about their opinions of it and any further recommendations to enhance it. Finally, it suggests that further research can be tackled from the male perspective through investigating their needs.

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