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E‐learning in LIS education: an analysis and prediction

E‐learning in LIS education: an analysis and prediction Purpose – The purpose of this paper is to analyze the significant factors which encourage and motivate the library and information science (LIS) academics to respond to and embrace e‐learning (EL), to explore how EL tools and technologies support the LIS education process, and to measure weights of factors constraining the use of EL in LIS education. It also reports perceptions of how LIS academics manage EL‐knowledge resources, the problems they face in managing those resources, the ways to solve those problems, and their predictions about future usage of EL in LIS education. Design/methodology/approach – The methodology includes a combination of quantitative and qualitative methods. The authors used an exploratory online e‐mail interview method to gather experiences and data from LIS academics worldwide. The authors also used (www.docs.google.com) to prepare a questionnaire, and sent a link to the questionnaire to 85 LIS academics globally to gather their perceptions regarding EL in LIS schools. Findings – The findings confirmed that EL overcomes location and time constraints, provides opportunities for employed and/or busy people, etc. is a driving force in education, which encourages and motivates LIS academics to respond to and embrace EL in LIS education, and EL accelerates accessibility of a wide range of knowledge, supports the process of exchanging knowledge, and increases knowledge storage capacity to enhance the LIS education process. This paper concludes that the respondents hold highly positive perceptions regarding the future of EL in LIS schools. Originality/value – The paper explores the original perceptions of LIS academics, and their predictions regarding future usage of EL in LIS schools. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Library Review Emerald Publishing

E‐learning in LIS education: an analysis and prediction

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References (29)

Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0024-2535
DOI
10.1108/00242531111153579
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to analyze the significant factors which encourage and motivate the library and information science (LIS) academics to respond to and embrace e‐learning (EL), to explore how EL tools and technologies support the LIS education process, and to measure weights of factors constraining the use of EL in LIS education. It also reports perceptions of how LIS academics manage EL‐knowledge resources, the problems they face in managing those resources, the ways to solve those problems, and their predictions about future usage of EL in LIS education. Design/methodology/approach – The methodology includes a combination of quantitative and qualitative methods. The authors used an exploratory online e‐mail interview method to gather experiences and data from LIS academics worldwide. The authors also used (www.docs.google.com) to prepare a questionnaire, and sent a link to the questionnaire to 85 LIS academics globally to gather their perceptions regarding EL in LIS schools. Findings – The findings confirmed that EL overcomes location and time constraints, provides opportunities for employed and/or busy people, etc. is a driving force in education, which encourages and motivates LIS academics to respond to and embrace EL in LIS education, and EL accelerates accessibility of a wide range of knowledge, supports the process of exchanging knowledge, and increases knowledge storage capacity to enhance the LIS education process. This paper concludes that the respondents hold highly positive perceptions regarding the future of EL in LIS schools. Originality/value – The paper explores the original perceptions of LIS academics, and their predictions regarding future usage of EL in LIS schools.

Journal

Library Review – Emerald Publishing

Published: Aug 16, 2011

Keywords: E‐learning; LIS education; Constraining factors; EL‐knowledge resources management; LIS academics' perceptions

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