Information Access Needs of Satellite Campuses in Kenya - Can OER Close the Gap? : The Case of Moi University Nairobi Campus
Abstract
This case study was aimed at obtaining the experiences of faculty and students of Moi
University, Nairobi Campus in accessing information resources for teaching, learning and
research. The study examined background information regarding knowledge societies and the
role of higher education in society. This was done with a view to exploring the potential of
Open Educational Resources in enhancing access to teaching, learning and research
information resources at the campus.
The literature review focused on the concept of Open Educational Resources (OER) and
provided a critical examination of access to knowledge and learning materials in higher
education. Evidently, little empirical studies have been conducted in Africa concerning OER.
The Communities of Practice theory was adopted to inform the study with regard to learning
experiences and their realization in communities.
Online questionnaires and interviews were the principle data collection instruments. These
were administered upon faculty, students and the librarian of Moi University, Nairobi campus.
Furthermore, data was also gathered through interviews with OER experts from North
America, Europe, and Africa. These experts provided vital information on the potential of
OER in enhancing access to teaching, learning and research information resources to
institutions such as the case for this study.
The findings of the study revealed that the concept of OER was not clearly understood by the
respondents and interviewees from the case institution. Respondents confused the concept of
OER with other concepts like e-learning. Nevertheless, they signaled appreciation for access
to open resources. In addition, it was evident that the faculty and students of this institution
had insufficient access to resources. The library was not sufficiently stocked with information
materials and facilities to cater for the growing population of the campus.
The study recommends the adoption of more open educational practices through the creation
of electronic institutional repositories that are open and searchable. Furthermore, the study
suggests greater collaboration and sharing of resources and teaching practices among faculty
within the campus and beyond. To achieve this, both faculty and students require information
literacy skills. Finally, the study recommends that the librarians and information professionals
be more proactive in identifying and bringing awareness to clients about available and relevant
open resources.
Description
Joint Master Degree in Digital Library Learning (DILL)
Publisher
Høgskolen i Oslo. Avdeling for journalistikk, bibliotek- og informasjonsvitenskapUniversitetet i Tallinn
Universitetet i Parma