Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward

Taiwo Adetoun Akinde

doi:doi:10.11648/j.ajist.20210502.13

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Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward

Taiwo Adetoun Akinde

Published in American Journal of Information Science and Technology (Volume 5, Issue 2)

Received: 5 January 2021 Accepted: 9 March 2021 Published: 31 May 2021

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Abstract

This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.

Published in	American Journal of Information Science and Technology (Volume 5, Issue 2)
DOI	10.11648/j.ajist.20210502.13
Page(s)	30-39
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Electronic Teaching, E-learning, Library Educators, Library Schools, Nigerian Universities, Post COVID-19 Pandemic Era

References

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Taiwo Adetoun Akinde. (2021). Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. American Journal of Information Science and Technology, 5(2), 30-39. https://doi.org/10.11648/j.ajist.20210502.13

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Taiwo Adetoun Akinde. Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. Am. J. Inf. Sci. Technol. 2021, 5(2), 30-39. doi: 10.11648/j.ajist.20210502.13

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AMA Style

Taiwo Adetoun Akinde. Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. Am J Inf Sci Technol. 2021;5(2):30-39. doi: 10.11648/j.ajist.20210502.13

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@article{10.11648/j.ajist.20210502.13,
  author = {Taiwo Adetoun Akinde},
  title = {Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward},
  journal = {American Journal of Information Science and Technology},
  volume = {5},
  number = {2},
  pages = {30-39},
  doi = {10.11648/j.ajist.20210502.13},
  url = {https://doi.org/10.11648/j.ajist.20210502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajist.20210502.13},
  abstract = {This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.},
 year = {2021}
}

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TY  - JOUR
T1  - Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward
AU  - Taiwo Adetoun Akinde
Y1  - 2021/05/31
PY  - 2021
N1  - https://doi.org/10.11648/j.ajist.20210502.13
DO  - 10.11648/j.ajist.20210502.13
T2  - American Journal of Information Science and Technology
JF  - American Journal of Information Science and Technology
JO  - American Journal of Information Science and Technology
SP  - 30
EP  - 39
PB  - Science Publishing Group
SN  - 2640-0588
UR  - https://doi.org/10.11648/j.ajist.20210502.13
AB  - This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.
VL  - 5
IS  - 2
ER  -

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Taiwo Adetoun Akinde

Faculty of Education Library, University of Ibadan, Ibadan, Nigeria

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Taiwo Adetoun Akinde. (2021). Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. American Journal of Information Science and Technology, 5(2), 30-39. https://doi.org/10.11648/j.ajist.20210502.13

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ACS Style

Taiwo Adetoun Akinde. Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. Am. J. Inf. Sci. Technol. 2021, 5(2), 30-39. doi: 10.11648/j.ajist.20210502.13

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AMA Style

Taiwo Adetoun Akinde. Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward. Am J Inf Sci Technol. 2021;5(2):30-39. doi: 10.11648/j.ajist.20210502.13

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@article{10.11648/j.ajist.20210502.13,
  author = {Taiwo Adetoun Akinde},
  title = {Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward},
  journal = {American Journal of Information Science and Technology},
  volume = {5},
  number = {2},
  pages = {30-39},
  doi = {10.11648/j.ajist.20210502.13},
  url = {https://doi.org/10.11648/j.ajist.20210502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajist.20210502.13},
  abstract = {This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward
AU  - Taiwo Adetoun Akinde
Y1  - 2021/05/31
PY  - 2021
N1  - https://doi.org/10.11648/j.ajist.20210502.13
DO  - 10.11648/j.ajist.20210502.13
T2  - American Journal of Information Science and Technology
JF  - American Journal of Information Science and Technology
JO  - American Journal of Information Science and Technology
SP  - 30
EP  - 39
PB  - Science Publishing Group
SN  - 2640-0588
UR  - https://doi.org/10.11648/j.ajist.20210502.13
AB  - This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.
VL  - 5
IS  - 2
ER  -

Copy | Download