Collaborative Technology Adoption in Teaching Library and Information Science in Nigerian Universities

Abstract

The study descriptively examined lecturers’ adoption of collaborative technologies in teaching Library and Information Science (LIS) in ten public universities in South-South Nigeria, using a population and a sample of ninety-five LIS lecturers and seventy-five LIS lecturers respectively. A questionnaire served as a tool for data gathering. Lecturers in LIS and in Measurement and Evaluation confirmed the instrument valid. Ninety-five questionnaire copies were administered to the lecturers, out of which seven-five copies were retrieved and found amenable for analysis. The response rate was 78.95%. Data were analysed by means of weighted mean and standard deviation. It unfolded that the extent to which the lecturers adopted collaborative technologies to teach LIS was low; the purposes for which the lecturers adopted the technologies to teach LIS were to deliver lectures and to distribute course contents to students with benefits including enabling the lecturers to stay up-to-date, to easily share course content to students, to conveniently exchange information with students, and to develop digital skill. Despite this, insufficiency of information and communication technology (ICT) facilities, unstable internet connectivity, irregular power supply, poor funding and poor ICT skill to operate the technologies prevented the lecturers from maximizing the technologies for pedagogy.

Keywords: Adoption, Collaborative Technologies, Teaching, Library and Information Science, Public Universities, South-South Nigeria

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