scholarly journals Information Literacy Skills of Management Sciences’ Students

2017 ◽  
pp. 52-73
Author(s):  
Ghulam Murtaza Rafique ◽  
Hina Asif Khan
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Learning System ◽  
Management Policy ◽  
University Management ◽  
Online Format ◽  
The University

The objective of this study was to determine the information literacy (IL) skills of Management Sciences students. A questionnaire was adopted to collect data from 254 currently enrolled graduate and undergraduate students of two universities, one public sector and one private sector, situated in Lahore, Pakistan. An equal-sized stratified random sampling technique through random numbers was used for this purpose. The results showed that the majority of the students used the university library infrequently to locate their requisite information. Most of the students required a moderate level of information and preferred to get this information in an online format. The opinion of most of the students showed that they were proficient in using internet services (e.g. Google, Yahoo etc.) and different websites to identify their required information. The findings revealed that most of the students were unanimous in their skills to precisely recognize and describe the information they required. This study highlights the importance of IL skills, in order that students can become lifelong learners in retrieving, using, organizing, and presenting their information. The findings of this study would provide some insightful guidelines to university management, policy makers, and those concerned to augment and increase the IL training sessions and programs in Pakistan at the university level. These findings could be implemented on other universities with the same teaching and learning system, strategies, and circumstances.

scholarly journals An assessment of students’ perception and self-efficacy towards mobile learning: A case of University of Zululand

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Israel Odede
Keyword(s):  
Mobile Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Study Data ◽  
Survey Method ◽  
Learning Technology ◽  
University Management ◽  
The University

Background: Mobile learning (m-learning) has been recognised as an essential educational technology component in higher education. The use of mobile devices and the prospect to learn irrespective of time and place make mobile learning an important tool for students. Many studies have been conducted because of the importance of m-learning in advancing teaching and learning but few published scholarly studies have focused on perception and mobile self-efficacy.Objectives: The study’s objective is to assess students’ perception and self-efficacy towards mobile learning at the University of Zululand.Method: The study adopted a descriptive survey method and a stratified random sampling technique was used to select 200 undergraduate students from the four faculties for the study. Data were collected using questionnaire. Statistical tools such as frequency count and simple percentage were employed in analysing the collected data.Results: WhatsApp, Facebook and YouTube are the top three social media applications mostly used by the students. Results showed that the students have positive perceptions towards m-learning and possess the confidence needed in using m-learning solutions.Conclusion: Perception and mobile self-efficacy towards m-learning technology are important factors that help in determining whether or not students are ready to use m-learning. Hence, this study focuses on investigating the perception and self-efficacy of undergraduate students at the University of Zululand towards m-learning. Therefore, the study concludes that the University management fully integrates m-learning solutions to its academic programmes to enhance the quality of teaching and learning.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals A collaborative approach to the use of archives in information literacy teaching and learning in an arts university

2014 ◽  
Vol 39 (4) ◽  
pp. 27-32 ◽  
Author(s):  
Adele Martin-Bowtell ◽  
Rebekah Taylor
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Creative Arts ◽  
Collaborative Approach ◽  
Literacy Teaching ◽  
Information Literacy Skills ◽  
Formed Part ◽  
Skills Learning ◽  
The University

Why do significant parts of our art libraries collections remain undiscovered and unused? Seemingly invisible to students and staff, the university archive strong room creates a barrier, preventing our students and researchers from accessing and browsing materials, as they would with our open shelf collections. What happens when archive materials are freed from their confines, brought out into the studio and explored and used by arts students? Better still, what happens when librarian, archivist and academic collaborate to make this happen, enabling increased awareness of these resources and facilitating information literacy skills learning? Conclude this with an artistic response to this method of teaching and learning and you have the Animation Archive Day at the University for the Creative Arts. The day formed part of a longer term initiative put together by the archivist and librarian to raise awareness among students and staff of the opportunities to utilize archives in their subject specific creative arts learning and education. The project recognizes the importance of allowing students to steer and interact creatively with archive use in a library context.

University of Ilorin Undergraduate Students’ Perceptions of the Usefulness and Challenges regarding Computer-Based Testing

Mousaion ◽  
2020 ◽  
Vol 37 (4) ◽  
Author(s):  
Nafisa Rabiu ◽  
Adetola Kehinde ◽  
Halimah Odunayo Amuda ◽  
Kehinde Kadijat Kadiri
Keyword(s):  
Undergraduate Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Assessment System ◽  
University Management ◽  
Web Based ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Level ◽  
The University

This study investigated the perceptions of undergraduate students at the University of Ilorin, Nigeria, of the usefulness and challenges associated with computer-based testing. The population for the study consisted of undergraduate students at the University of Ilorin. According to the data collected from the Directorate of Academic Planning at the University of Ilorin, Nigeria, the population of undergraduate students for the 2017/2018 academic session was 43 983. A simple random sampling technique was used to select the sample. A questionnaire was used as data collection instrument. The findings from the study showed that using a web-based assessment system contributed positively to the undergraduate students’ academic achievements while the majority of them preferred taking all their exams with the web-based assessment system. The findings further revealed that to the undergraduate students, CBT is an interesting technique in examinations and makes the taking of examinations easier. Also, there is high level of competence among undergraduate students with regard to possession of the required skills for CBT examinations. Delays in the commencement of the exams, power failures at the CBT centre and overcrowding are major challenges encountered by the students taking CBT examinations. One of the study recommendations was that the university management should endeavour to eliminate the delays in the commencement of tests by providing assessment timetables which should be strictly adhered to.

Exploring lecturers' emotional challenges on their work performance at a rural university in Eastern Cape Province

2020 ◽  
Vol 9 (4) ◽  
pp. 13-31
Author(s):  
Newlin Marongwe ◽  
◽  
Shakespeare Chiphambo ◽  
Harry Kasumba
Keyword(s):  
Teaching And Learning ◽  
Work Performance ◽  
Negative Impact ◽  
Sampling Technique ◽  
Well Being ◽  
Eastern Cape Province ◽  
Eastern Cape ◽  
University Management ◽  
Emotional Challenges ◽  
The University

Lecturers' well-being is essential for successful education at any university. The paper seeks to explore the untold stories of emotional challenges faced by some lecturers in a rural institution of higher learning in Eastern Cape Province of South Africa. Today's universities are faced with myriad challenges, among them is lecturers' well-being. Lecturers‘ anxiety is now rampant but not enough attention is given to it since people assume that academics can cope with life's stresses. Exploring the problem and consequences on lecturers' work will provide strategies that could be implemented by the university management. The existential anxiety theory, qualitative-case study design and a purposeful sampling technique were used for the study. Interviews were utilised to collect data. Data presentation and analysis were done using verbatim quotations. The study established that university lecturers were overwhelmed by challenges such as job uncertainty, pressure to engage in research, supervision, frequent student unrest, dwindling resources, pressure to integrate information communication and technology in teaching and learning, and so forth. The study concluded that lecturers were facing a myriad of challenges that had a negative impact on the execution of their duties. The paper recommends that the university management should develop a model to address the lecturers' identified challenges.

Information Literacy Skills Among the Undergraduate Students at the University of Livingstonia, Malawi

2018 ◽  
Vol 7 (2) ◽  
pp. 43-56 ◽  
Author(s):  
Donald Flywel ◽  
Boemo N. Jorosi
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Search ◽  
Information Sources ◽  
Literacy Skills ◽  
Special Focus ◽  
Awareness Campaigns ◽  
Information Literacy Skills ◽  
Second Year ◽  
The University

The aim of the article was to assess Information Literacy (IL) skills among the undergraduate students at the University of Livingstonia in Malawi with special focus on second year students. A cross-section descriptive survey design was employed whose population included Second year undergraduate students. Statistical Packages for Social Sciences (SPSS) was used to analyse data. The sampled students showed high level of awareness of types of information sources but had problems in identifying diverse information resources and their usage. Besides, participants demonstrated lack of skills in information search and Web retrieval techniques. With respect to evaluation of information, the sampled students did not know the various methods of evaluating information sources. The article concludes that the majority of students at the University of Livingstonia did not demonstrate adequate information literacy skills. Therefore, among others, the study recommends advocacy and awareness campaigns for information search techniques and designing of a formal IL curriculum

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

scholarly journals Perspectives of lecturers’ beliefs on integrating information communication technology into e-learning system

2020 ◽  
Vol 9 (1) ◽  
pp. 11-27
Author(s):  
Duong Diem Chau
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Institutional Environment ◽  
Teaching Experience ◽  
Learning System ◽  
Teaching Staff ◽  
University Management ◽  
Online Questionnaire ◽  
E Learning ◽  
The University

This study aims to explore how lecturers’ perceptions about technology integration into online teaching and learning differ depending on their differences in age, gender, teaching experience and IT level in the context of the e-learning system of Hochiminh City Open University. An online questionnaire was delivered to individual emails of 101 lecturers operating at least one online subject. The results showed all the university online lecturers strongly consent that computers outweigh traditional face-to-face teaching methods. Nevertheless, insufficient guidance on how to properly and productively combine IT into lectures is their greatest of concern. Next, teaching seniority and gender – two personal attributes – are so useful indicators for selecting most appropriate online instructors, however IT certificates. Those all intensively credit for the university management to properly build-up IT capacity for their teaching staff within their online learning system. Accordingly, some useful and practical implications in starting-up a technology love culture in the institutional environment are proposed.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

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