University of Ghana  http://ugspace.ug.edu.gh
UNIVERSITY OF GHANA, LEGON 
 
 
 
ACCESSIBILITY OF ACADEMIC LIBRARY SERVICES TO DISTANCE 
LEARNERS:  A STUDY OF UNIVERSITY OF GHANA LIBRARY SYSTEM  
 
 
BY 
 CHRIS K. A. BUBUAMA 
10018086 
 
 
THIS DISSERTATION IS SUBMITTED TO THE UNIVERSITY OF GHANA, 
LEGON IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE 
AWARD OF THE MA INFORMATION STUDIES DEGREE.   
 
 
 
JULY 2015
i 
 
University of Ghana  http://ugspace.ug.edu.gh
DECLARATION 
I do hereby declare that this Dissertation is the result of my own original work except 
references to other people‘s works which has been duly acknowledged. And that no part 
of it has been presented for another degree elsewhere.  
 
…………………………………   ………………………………… 
CHRIS K. A. BUBUAMA              DATE 
(STUDENT) 
 
 
 
 
 
 
 
…………………………………   ………………………………… 
DR. (MRS.) PERPETUA DADZIE           DATE 
(SUPERVISOR) 
 
 
i 
 
University of Ghana  http://ugspace.ug.edu.gh
ACKNOWLEDGEMENT 
It is not an easy endeavour to undertake an intellectual exercise.  It requires cooperation 
and support from friends, sympathizers and members of family.  Indeed the outcome of 
this study is the result of just that. For this reason I wish to use the opportunity to 
acknowledge all those whose collaborative efforts contributed to the successful 
completion of this intellectual exercise.  
My first thanks goes to my Supervisor, Dr. (Mrs.) Perpetua Dadzie for her 
indefatigability, insight patience and advice.  I could not forget the tireless effort of her 
support from the selection of the topic stage of this study through the proposal writing 
and presentation to the final work.  I am indeed very grateful to her for the guidance and 
kind support. 
I also wish to acknowledge the contribution of all the lecturers of the Department of 
Information studies for the key role they played, for their encouragement which helped 
me to overcome distressed situations. I say a thousand thanks to you for your support 
during my short period at the department. 
I am honestly grateful to the University of Ghana Librarian, Professor Edwin Ellis Badu 
for showing keen interest in my career development and releasing me to pursue the 
Masters programme in the Department of Information Studies. I can also not forget the 
management and the entire members of staff of the Balme Library especially Mr. Daniel 
Opoku, Mr. Newton Akrong, Mr. Samuel Owusu-Ansah, Monica Mensah and Mr. Eric 
Apeadu Yeboah for their enormous roles played toward the success of the study. My 
deep appreciation goes to all the staff of the cataloguing department. I would like to 
particularly mention Mr. Amekuedee, Auntie Cecilia and Esther Ocloo.   
ii 
 
University of Ghana  http://ugspace.ug.edu.gh
I would like to take the opportunity to acknowledge the Administrator, School of 
Continuing and Distance Education Mrs. Essie Budu-Ayensah who was the source of 
very valuable information needed for the study. I express my gratitude to her for having 
time for me in spite of her busy schedule. 
My special thanks also goes to the entire Bubuama family of Amedzofe for their prayers 
and support all this while especially to my sisters Peace, Miranda, Edith and Alberta as 
well as my cousin Edward who was a surrogate father to my son during my one year of 
study.  
Special appreciation goes to my wife, Sitsofe Kafori and my son Elikplim Bubuama for 
their encouragement, direction and keen interest in ensuring that the study was brought 
to a successful conclusion.  I also wish to acknowledge the contribution and cooperation 
of all respondents, officials of the Balme Library and the School of Continuing and 
Distance Education. 
To all my colleagues and friends on Legon Campus, I say thank you. I would like to 
mention especially Sylvia Amexo, Patience Yeboah, Seth Ayensu-Bediako, Pascal 
Amewuga and Wilhelmina Lamptey  who were all my study group members. 
Finally to Auntie Liticia Occloo, Jonathan Kabu, Edith Balorbey, Bismark Kusi, 
Christopher Zinanu and John Ketiah all of the Balme Library, I say thank you for typing 
and printing of this work. 
There are numerous people out there whose names could not be mentioned. To you, I say 
―Ayekoo‖ notwithstanding these, I wish to state that I am solely responsible for any 
limitation in the work. 
 
iii 
 
University of Ghana  http://ugspace.ug.edu.gh
DEDICATION 
I dedicate this work to my Lord Jesus Christ, whose faithfulness has brought me this far. 
To Mr. Stephen K. Bubuama who has been playing fatherly role for me. Dedicated 
specially to Sabelola Sitsofe Kafori and Divine Elikplim Bubuama. 
Finally, to the memory of my late Grandmother, Gertrude Ama Bubuama and my late 
Parents Albert and Matilda. 
 
 
 
 
 
 
 
 
 
 
 
iv 
 
University of Ghana  http://ugspace.ug.edu.gh
TABLE OF CONTENT 
Contents          Pages 
DECLARATION ................................................................................................................ i 
ACKNOWLEDGEMENT ................................................................................................. ii 
DEDICATION .................................................................................................................. iv 
TABLE OF CONTENT ..................................................................................................... v 
LIST OF TABLES .......................................................................................................... viii 
LIST OF FIGURES .......................................................................................................... ix 
ABSTRACT ...................................................................................................................... x 
CHAPTER ONE: INTRODUCTION ................................................................................ 1 
1.1 Background to the Study ........................................................................................ 1 
1.1.1   About UG Distance Education ............................................................................... 4 
1.1.2   Brief history of UGLS ............................................................................................ 6 
1.2   Problem of Research .................................................................................................. 7 
1.3 Purpose of the Study .................................................................................................... 8 
1.4 Objectives of the Study ................................................................................................ 8 
The specific objectives of the study are to: ....................................................................... 8 
1.5   Research Questions .................................................................................................... 9 
1.6 Scope of the Study ..................................................................................................... 10 
1.7 Conceptual Framework .............................................................................................. 10 
1.7.1 Access for achievement of superior academic skills .............................................. 10 
1.7.2   Mandate Support ................................................................................................... 11 
1.7.3 Information Literacy ............................................................................................... 11 
1.8 Significance of the study ........................................................................................... 12 
1.9 Limitations ................................................................................................................. 13 
1.10 Organization of the study ...................................................................................... 13 
CHAPTER TWO: LITERATURE REVIEW .................................................................. 19 
2.1   Introduction .............................................................................................................. 19 
2.2   Definition of Concepts ............................................................................................. 19 
2.2.1   Distance Learning ................................................................................................. 19 
2.2.2   Library Services .................................................................................................... 23 
2.3   Library services and Distance Learning .................................................................. 25 
2.4   Distance Learning and the Library Environment .................................................... 28 
v 
 
University of Ghana  http://ugspace.ug.edu.gh
2.5    Accessibility of Library Resources ......................................................................... 29 
2.5.1   Problems in Accessing DL Information Resources .............................................. 36 
2.5.2   ICT and Library services in Distance Learning .................................................... 39 
2.5.3   Distance Learning and Accessibility of E-resources ............................................ 41 
CHAPTER THREE: RESEARCH METHODOLOGY .................................................. 53 
3.1   Introduction .............................................................................................................. 53 
3.2 Research Approach ............................................................................................... 53 
3.3   Research Design ...................................................................................................... 54 
3.3.1 The Survey Method ........................................................................................... 54 
3.4  Unit of analysis .................................................................................................... 55 
3.5 Population of the Study ........................................................................................ 55 
3.6 Sample size ........................................................................................................... 56 
3.7 Sampling Technique ............................................................................................. 56 
3.7.1 Convenience Sampling ..................................................................................... 57 
3.7.2  Purposive Sampling ......................................................................................... 57 
3.8 Instrumentation ..................................................................................................... 58 
3.8.1 Questionnaire .................................................................................................... 58 
3.8.2 Interview ........................................................................................................... 59 
3.9 Sources of Data ..................................................................................................... 59 
3.10 Data Collection Procedure .................................................................................... 60 
3.10.1 Questionnaire ........................................................................................................ 60 
3.10.2 Interview ............................................................................................................... 60 
3.11 Validity and Reliability ......................................................................................... 61 
3.11.1 Validity.............................................................................................................. 61 
3.11.2 Reliability .......................................................................................................... 62 
3.12 Pre-Testing ............................................................................................................ 63 
3.13  Data Analysis and Interpretation of results ....................................................... 63 
3.13.1 Thematic Analysis............................................................................................. 64 
3.14    Ethical considerations ....................................................................................... 65 
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF FINDINGS ................... 70 
4.0 Introduction ........................................................................................................... 70 
4.1 Biographical Information of respondents ............................................................. 71 
4.3 Provision of information needs ............................................................................. 79 
vi 
 
University of Ghana  http://ugspace.ug.edu.gh
4.3.1 Challenges of Accessibility of academic library services ................................. 81 
Table 4.11: Challenges of Accessibility of academic library services ............................ 82 
4.4   Responses from Interview with University Librarian ............................................. 83 
4.4.1 Library services and programmes accessible to distance learners .................... 83 
4.4.2 Awareness of library services in University of Ghana Library System ............ 84 
4.4.3 Accessibility of library e-resources and other databases .................................. 85 
4.4.4  Information needs of distance learners ............................................................ 86 
4.6 Challenges facing distance learners in accessing library services ........................ 86 
4.7 Discussion of Findings ......................................................................................... 87 
References ........................................................................................................................ 92 
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS ....... 94 
5.0 Introduction ........................................................................................................... 94 
5.1 Summary of findings ............................................................................................ 94 
5.1.1 Profile of respondents ....................................................................................... 95 
5.1.2 Level of awareness of library services available .............................................. 95 
5.1.3 Assessing the library services and programmes available to distance learners 95 
5.1.4 Assessing the level of IT or computer knowledge in accessing the UGLS ...... 96 
5.1.5 Assessing the remote access of library e-resources and other databases .......... 96 
5.1.6 Assessing the adequate provision of information needs of distance learners ... 97 
5.1.7 Assessing the challenges faced by distance learners in accessing library services 
at the University of Ghana Library System ..................................................................... 97 
5.2 Conclusion ............................................................................................................ 98 
5.3 Recommendations ................................................................................................. 99 
5.3.1 Awareness creation ........................................................................................... 99 
5.3.2 Creating awareness of library services and programmes .................................. 99 
5.3.3 Encouraging the use of Social media .............................................................. 100 
5.3.4 User education in Information Literacy Skills ................................................ 100 
5.3.5 Initiation of borrowing of library resources .................................................... 101 
References ...................................................................................................................... 102 
Bibliography .................................................................................................................. 103 
APPENDIX 1................................................................................................................. 121 
APPENDIX 2................................................................................................................. 125 
 
vii 
 
University of Ghana  http://ugspace.ug.edu.gh
LIST OF TABLES  
Table 4.1: Level 400 of DE students‘ distribution .......................................................... 56 
Table 4.1: Awareness and Availability of library services and programmes .................. 73 
Table 4.2: Extent of availability of library services and programmes ............................. 74 
Table 4.3: Source of acquisition of computer literacy or training ................................... 75 
Table 4.4: Level of IT or computer knowledge ............................................................... 75 
Table 4.5: Effect of computer literacy on library service access ..................................... 76 
Table 4.6: Remote access to library e-resources and other databases ............................. 77 
Table 4.7: Main point of access of library e-resources and other databases ................... 78 
Table 4.8: Availability of library services and programmes * Remote access to library e-
resources and other databases ............................................................................ 79 
Table 4.9: Provision of information needs ...................................................................... 80 
Table 4.10: Adequate provision of information needs .................................................... 81 
Table 4.11: Challenges of Accessibility of academic library services ............................ 81 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
viii 
 
University of Ghana  http://ugspace.ug.edu.gh
LIST OF FIGURES  
Figure 4.1: Gender of respondents ..................................................................................... 71 
Figure 4.2: Age of respondents .......................................................................................... 72 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ix 
 
University of Ghana  http://ugspace.ug.edu.gh
ABSTRACT 
This study seeks to investigate the accessibility of academic library services to distance 
learners, with specific reference to University of Ghana Library System (UGLS). The 
general objective of the study is to assess the level of awareness and accessibility of 
library services to distance students. A survey was conducted and one hundred and thirty 
eight (138) Level 400 distance learning students in the Accra Learning Centre together 
with University librarian of the University of Ghana were selected by the convenience 
and purposive sampling methods to collect primary data using questionnaires and 
interviews respectively. The Statistical Package for Social Science (SPSS) and thematic 
analysis are used to analyze the completed questionnaire and interview responses 
respectively.  
The results from the findings revealed that a greater proportion of the respondents were 
not aware of the library services and programmes. Moreover, it was discovered that most 
of the subjects acquired their IT training through personal effort other than the 
University‘s. In addition, the study revealed that quite a number of the respondents were 
at the intermediate level with regard to IT or computer knowledge. Furthermore, distance 
learners had no remote access to library electronic resources and other databases and 
therefore did not strongly agree to the provision of their information needs through social 
media services. It was also evident that information needs of respondents were mostly 
not provided for adequately. The study recommended the following to the management 
of the University of Ghana Library System (UGLS); awareness creation of library 
resources, user education on Information Literacy of library resources and programmes, 
encouraging the use of social media, training/user education and initiation on borrowing 
of library resources. 
x 
 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER ONE 
INTRODUCTION 
 
1.1 Background to the Study 
Distance Education (DE) is described as formalized learning received when the student 
is at a place outside the university campus.  Both the lecturer and the student are 
expected to have minimal physical contact, but rely much on electronic communications 
(Mabawonku, 2004). 
 
According to Watson (2003), ―Distance Education (DE) has revolutionized and 
democratized the delivery and accessibility of education and has also changed how 
critical support services, such as library and information service, are provided‖. Indeed 
the present situation poses an implication for libraries, librarians and the university 
management as a whole. For instance, to academic institutions, library and information 
services must be accessible to DE students, since this helps in bringing out quality 
students.  
 
The library is the centre of operations of any learning institution at the same time as it 
promotes the skill of reading, inquiry and independent thinking through the provision of 
resources to support teaching and learning activities (Mabawonku, 2004). It normally 
houses information equipment in a variety of formats such as electronic information 
sources like CD-ROM, the internet, etc. Library services are essential support services to 
distance education students. Most researchers in distance learning are in agreement that 
library support is a key element (Caspers et al., 2001).  
 
1 
 
University of Ghana  http://ugspace.ug.edu.gh
Putting in place learning support services to aid significantly the educational curricula is 
much necessary. Among the many learning support services, Cox (2004) underscored 
that library services always played a major role in expanding distance learning programs 
in higher learning institutions. Just as the Library systems provide all type of services to 
regular students; it is the task of the university libraries to make available equal services 
to distance learners. Significantly, students from main stream benefit from library 
services such as borrowing library documentary, locate materials using OPAC, search 
information using Research and Knowledge Commons facilities. Other services include 
photocopying services, reference services and bibliographic searches (Cann, 2009; 
Association of College and Research Libraries - ACRL, 2008). 
Taking a cue from the above, the ACRL (2008) identifies that ―every student, faculty 
member, administrator, staff member or any other member of an institution of higher 
education, is entitled to the library services and resources of that institution, including 
direct communication with the appropriate library personnel, regardless of where 
enrolled or where located in affiliation with the institution.  Academic libraries must, 
therefore, meet the information and research needs of all these constituents, wherever 
they may be.  This principle of access entitlement, as applied to individuals at a distance, 
is the undergirding and uncompromising conviction of the Standards for Distance 
Learning Library Services‖. 
Indeed, in Europe and Africa, DE has had an effect not only on the discipline of 
education, but has also fundamentally affected services that support it (Watson, 2006). 
But much reliance is on electronic communications‘‘ (Mabawonku, 2004). One of the 
most essential support systems influencing the quality of the courses offered is the 
provision of library and information services and resources. 
 
2 
 
University of Ghana  http://ugspace.ug.edu.gh
Distance learners' prospect of library services as exposed in the literature, exhibit a great 
need (Niemi, Ehrhard and Neeley, 1998). The library requirements of distant learners are 
not exceptional; they have the same library and information needs as on campus students 
(Dugan, 1997; Rodrigues, 1996), but Rowland and Rubbert (2001) in their study on 
information needs of distant learners‘ report that the university libraries did not provide 
for the specific needs of these students. Aside from the manner in which they are 
accessed, requested and delivered, the same resources are required, the same questions 
are asked, and the same quality of service is expected (Rodrigues, 1996); and they expect 
the same level of library service as that provided to their peers on campus (Riggs, 1997). 
 
Distance learners access library and educational resources and services in diverse ways 
(Sacchanand, 2002). Access can be direct e.g. face to face, or mediated by printed 
material, e.g. manuals, brochure, or mediated by technology, using a variety of media 
such as telephone, radio, the Internet etc. Successful direct access is regarded as by 
flexibility, reliability, availability, user-friendly, portability, efficiency and service ability 
(Sacchanand, 2002). Kavulya (2004) in his study of distance education in four 
universities in Kenya opined that some of the students have little or no exposure to 
library use and this affects their access to library resources. Effective and appropriate 
services to distance learning communities may differ from, but must be equivalent to 
those services offered on a traditional campus (ACRL, 1998). 
 
Supporting the above scenario, Buchanan (2000) concurred that academic libraries can 
make distance learning either the most pleasant or the most distressing experience for 
remote students.  On the other hand, Thompson (2002) observed that few, if any; 
campuses have defined a scalable and feasible strategy for making library information 
3 
 
University of Ghana  http://ugspace.ug.edu.gh
resources available to distance learners. This is at least the path needed to be taken by 
policy makers or management of tertiary institutions. A twist to the above is a study by 
Boadi and Letsolo (2004). They found out that  majority of distance students (40.3%) 
make use of the library resources but interestingly the requirement of library and 
information services in recent times can no longer be considered as a subsidiary activity 
in DE (Khasseh, et al., 2009). Therefore, the present study explores the promotion of 
equal access to library materials such as books to distance learners in the higher learning 
institution, with specific reference to the University of Ghana, Legon. 
1.1.1 About UG Distance Education 
The initiatives of Ghana Distance Education are not new.  The need for this mode of 
education was to some extent due to the fact that Universities were incapable of 
admitting even half of applicants due to inadequate infrastructure (Mensah and Owusu-
Mensah, 2002).  
Speaking at the launch of the programme, Tagoe (2007) revealed that ―the values of the 
programme and admission necessities are correspondent to those as accessible on 
campus‖. He said the programme falls perfectly in line with the University of Ghana's 
vision and would be instructed by the Adult Education of the University of Ghana, 
Legon. 
In 1995, the University of Ghana, Legon instituted its space learning programme, but it 
was not until the year 2007 that it was formerly launched with over 1,000 fresh students 
admitted into the level 100 to pursue Distance learning programme in Bachelor of Arts 
st
and Science which commenced on 1  of December, 2007. For the execution of an ICT 
Based Distance Education Project, a contract was signed between the University of 
4 
 
University of Ghana  http://ugspace.ug.edu.gh
Ghana and the Chinese Company, Unisplendour Software of Tsinghua University, 
Beijing in April 2010. 
 
After a review of the original project scope, and Value for Money (VFM) Audit, 
requested by the Ministry of Finance and conducted by Crown Agents of UK, an 
addendum was signed on behalf of the University of Ghana by the Vice-Chancellor, on 
8th October 2012 for the Implementation of Phase 2 of the ICT in Distance Education 
Project. The project was funded by the Government of Ghana with a Chinese 
Government Loan procured through the Ministry of Finance on behalf of the Ministry of 
Education for the University of Ghana, Legon. 
 
The project has deployed for Distance Education Students, an Integrated Digital Mobile 
Learning Platform which includes 9.7 inch Internet Enabled Android Tablets preloaded 
with all the Teaching and Learning Materials needed by each student to be given to each 
Distance Education Student. This is intended to enhance teaching and learning and 
gradually move away from paper based teaching materials. An eLearning platform, 
Sakai, has also been deployed as an additional facility.  
 
Currently, courses offered in Distance Education Centre include Faculty of Arts and 
Social Studies courses with preliminary programmes in Geography, Resource 
Development, Economics, Sociology, Psychology and Linguistics. Students pursuing 
such programmes are being provided with study centres, tutoring and counseling, face- 
to-face session, library services and information sharing computer mediated services. 
Specifically, each Regional Learning Centre has been provided with a minimum of a 
fifty (50) seater computer laboratory, a video conference centre connected to the Data 
5 
 
University of Ghana  http://ugspace.ug.edu.gh
Centre at Legon Campus over the Vodafone National Fiber Backbone, and a Smart 
Classroom. Additional equipment such as HP LaserJet printers, Scanners, LCD 
Projectors, Digital Visual Presenter and Photocopiers, UPS, Generator and a centre 
wide Wi-Fi network (University of Ghana, 2015). 
1.1.2 Brief history of UGLS 
The University of Ghana Library System (UGLS) includes the main Library (the Balme 
Library), and all other subsidiary and departmental libraries within the University of 
Ghana, Legon. These libraries are scattered on the University of Ghana campuses. 
Together, these libraries enhance and encourage teaching, learning and follow a line of 
investigation in the university. 
Stocks consist of monographs such as serials, magazines, newspapers and pamphlet. 
Student texts form a large part of the stock. There is a large collection of Africana 
materials from all parts of Africa. The Balme Library, which is the central library, 
doubles up as a collection library for World Bank and United Nations as well as 
Ghanaian publications. The library also has in its possession some CDs, microforms and 
videos. Academic online databases containing mostly journal articles are currently 
available mainly through the Consortium of Research and Academic Libraries in Ghana 
(CARLIGH) (UG Balme Library, 2014).  
UGLS has the electronic holdings of the library‘s collections, referred to as the OPAC. 
An Online Public Access Catalog (OPAC) is an online folder of materials held by a 
library or group of libraries. Users seek out a library catalog mostly to locate books and 
other materials accessible at a library. This means that patrons of the library will have to 
be computer literate to use and access the collections of the library through the access 
6 
 
University of Ghana  http://ugspace.ug.edu.gh
points such as author, title, subject and others. 
1.2 Problem of Research 
DE is gaining popularity at a faster rate now than ever before. It is seen to be more 
flexible or open to a larger number of learners. It virtually removes all physical barriers 
to education due to the availability of student support services. Some of these barriers 
include high residential costs, regular classes and student isolation (Garten and Williams, 
2006). A similar view is held by Johnson and Jent (2005), that without student support 
services, distance students are likely to drop out due to difficulties such as financial costs 
of study, disruption of family life, and perceived irrelevance of their studies and lack of 
support from employers. 
 
Academic libraries are established to offer library services to faculty, students and other 
interested stakeholders. Some studies (Owusu-Ansah, 2010; Cann, 2009) in the Ghanaian 
context have found that not enough attention has been given to the utmost utilization of 
the library by distance learning students. It appears from close scrutiny in UG, Legon 
that, the UGLS provides just a little support to students on the Distance Learning 
programs; making it very difficult for accessibility of the library‘s collections.  
 
As is usually done for main campus students, it is uncertain whether library orientation is 
organized by the University of Ghana Library System for distance learners. Between 
UGLS and the Institute of Distance Learning and Continuing Education, it appears to be 
diminutive partnership as confirmed by the Coordinator of the Institute.  The effect of 
this is that distance learners who enroll on the program may graduate from the UG, 
Legon without tapping into the library resources. Especially when the UGLS has 
7 
 
University of Ghana  http://ugspace.ug.edu.gh
progressed into an online mode, distance learners who have little or no computer skills in 
accessing library resources would face much difficulty.  
 
Geographical isolation has been identified as one of the major problems for distance 
students (Garten and Williams, 2006). In addition to the practical challenges of 
contacting academic and administrative staff, obtaining study materials and borrowing 
library books, distance students suffer from the disadvantage of being unable to interact 
with library staff/personnel. This may lead to feelings of inadequacy, insecurity and lack 
of confidence in their academic pursuit. It is against this background that the researcher 
explores the level of accessibility of academic library services to distance learners.  
 
1.3 Purpose of the Study 
This study investigates the accessibility of academic library services to distance learners, 
with specific reference to UGLS 
 
1.4 Objectives of the Study 
The specific objectives of the study are to: 
i. evaluate the level of consciousness of library services offered by the University 
of Ghana Library System to distance learners. 
ii. investigate the library services and programmes offered to distance learners.  
iii. discover the level of IT or computer knowledge of DL students in accessing the 
UGLS. 
8 
 
University of Ghana  http://ugspace.ug.edu.gh
iv. ascertain to what extent distance learners are capable of accessing the library e-
resources and other databases (remote access). 
v. ascertain whether the information needs of distance learners are adequately 
provided for. 
vi. assess the challenges faced by the distance learners in accessing library services 
at the University of Ghana Library System.  
vii. make recommendations to both library management and policy makers of the 
University of Ghana, Legon. 
1.5   Research Questions 
i. What is the level of consciousness of library services available at University of 
Ghana Library System by distance learners?  
ii. What are the library services and programmes available to University of Ghana 
distance learners? 
iii. What is the level of IT or computer knowledge of DL students in accessing the 
UGLS? 
iv. To what extent can distance learners access library e-resources? 
v. How are the information needs of distance learners provided for? 
vi. What challenges do distance learners face in accessing library services at 
University of Ghana Library System? 
9 
 
University of Ghana  http://ugspace.ug.edu.gh
1.6 Scope of the Study  
This study was conducted at the Institute of Continuing and Distance Education (UG, 
Legon). The confinement of the study was limited to the Accra Learning Centre. The 
Accra Learning Centre was selected over the other nine (9) Centers because tutorials are 
held on the City campus.  This gave the researcher ample time to complete the research. 
1.7 Conceptual Framework 
The conceptual framework adopted for this study is the Standards for Distance Learning 
Library Service developed by Association of College and Research Library (ACRL) 
(2008). The framework is a concept which postulates that every higher learning 
institution must have a library for students, faculty members, staff and administrators of 
that institution.  Students should be able to have the right to use resources and services of 
the library irrespective of their location. 
 
The framework aligns most closely with the purpose of this study as compared to 
theories in DE. The constructs identified in the Philosophy of the Standards for the 
framework are as follows: Access, Support and Information Literacy and these are 
relevant to the context of this study. 
1.7.1 Access for achievement of superior academic skills  
Effective and appropriate library services and resources should be made available to 
students of the distance learning community. ACRL (2008), defines distance learning 
community as all individuals (students, staff, faculty, researchers, administrators and 
institution) directly involved with academic courses and programs offered further than 
the main campus or in the absence of traditional campus. Library services provided to 
10 
 
University of Ghana  http://ugspace.ug.edu.gh
distance learning student should be practically the same as those available for students in 
traditional campus settings regardless of their location.  
This implies that distance learning students of University of Ghana are expected to have 
access to library materials, library electronic resources and other databases such as 
Emerald, JSTOR, and Science Direct among others. These would be essential for the 
attainment of higher academic skills in the university (ACRL, 2008). 
1.7.2   Mandate Support  
According to ACRL (2008), institutions must make available funds and appropriately 
meet up the information needs of its distance learning programs in order to support 
teaching, learning and research. This support should provide ready and corresponding 
library services and resources to distance learners. Tertiary institutions libraries and the 
librarian- administrator should conduct information need assessment on distance student 
to be able to know their information needs. This will help the library to provide adequate 
and appropriate information resource to satisfy their information need of distance 
learning students.  
1.7.3 Information Literacy 
Libraries should provide Information Literacy programs such as user education and IT 
skills to the user learning community as stated by ACRL (2008) Information Literacy 
Competency Standards for Higher Education. According to them, Information Literacy is 
a set of abilities requiring individuals to ―recognize when information is needed and have 
the ability to locate, evaluate and use effectively the needed information. Boylston 
(2015) restates that Information Literacy is the set of integrated abilities encompassing 
the reflective discovery of information, the understanding of how information is 
produced and valued, and the use of information in creating new knowledge and 
11 
 
University of Ghana  http://ugspace.ug.edu.gh
participating ethically in communities of learning. This implies that distance learners of 
the University of Ghana should be given adequate Information Literacy skills in order to 
be able to locate, evaluate and use information effectively. 
1.8 Significance of the study 
The present study is of significance to the following groups: policy makers, 
professionals/ practitioners, researchers and academia. 
 
The result of the findings of this study would hopefully provide feedback on policies for 
diffusion of UGLS services in distance learning programmes. In this sense, appropriate 
library systems could be designed and put in place to support distance learners in the 
University of Ghana, Legon. Also, the findings will add to studies that have being done, 
so that people in other tertiary institutions can also appreciate the problem. 
 
Moreover, the final report will be a useful source of reference to professionals, other 
future researchers, academia and policy makers since it will serve as an input for policy 
formulation to regulate them on the accessibility of academic library services to distance 
learners.  
 
Research on accessibility of academic library services to distance learners is very limited 
concerning library and information studies. It is also hoped that the results from the study 
would fill the knowledge gap in the literature on accessibility of academic library 
services to distance learners, particularly in the Ghanaian context.  
 
Furthermore, this study contributes to the pool of knowledge and practice on DE and 
accessibility of academic library services. The findings and recommendations would 
12 
 
University of Ghana  http://ugspace.ug.edu.gh
serve as benchmark for improving the learning environment of the distance learner and a 
secondary source of information to other researchers. 
1.9 Limitations  
The challenges faced in conducting this study were; 
i. The study could not cover the entire distance learning population or distance 
learners of the Accra Learning Center as a result of time constraint and this led to 
the selection of Level 400 distance learning students of the University of Ghana.  
ii. The survey approach was carried out at the Accra Learning Center and could not 
cover all university campuses, in order to reflect the entire industry response on 
the accessibility of academic library services to distance learners, with specific 
reference to UGLS.  
iii. The major difficulty encountered in this research was the collection of data from 
students and the University Librarian. As usual, respondents were reluctant to 
answer the questionnaire and respond to interview questions for tight schedule. 
Therefore, this affected the response rate. Hence the result was not generalized 
but its findings were placed in the relevant context of the educational institution 
studied.  
1.11 Organization of the study 
The organization of the research was as follows: 
Chapter One (1): Introduction 
This chapter provided a basis for the research by giving an overview of the background, 
the problem statement, research purpose, the research objectives, the research questions, 
13 
 
University of Ghana  http://ugspace.ug.edu.gh
conceptual framework, significance, scope, limitation, and the organization of the 
research. 
Chapter Two (2): Literature Review  
Literature on the accessibility of academic library services to distance learners was 
reviewed. The themes covered concepts of distance education and academic libraries, 
accessibility of library services in distance education and library services/ programmes.  
As a matter of fact, the literature review served as a springboard for the determination of 
the contextual framework of the research. 
Chapter Three (3): Research Methodology  
This chapter described the research methodology adopted which included research 
design, population, sample size and sampling instrumentation and data collection 
procedure and development of data collection instruments. Data preparation and thematic 
and descriptive analysis procedures was also covered in this section. 
Chapter Four (4): Discussion of Findings 
This chapter discussed the findings obtained from data collected with respect to the 
literature reviewed.  
Chapter Five (5): Summary, Conclusions and Recommendation   
The final chapter presented a summary of principal findings, recommendation and 
conclusion, limitations of the study, and contributions made. Implications for managerial 
practice and recommendations for future research were as well highlighted in this 
section. 
 
 
14 
 
University of Ghana  http://ugspace.ug.edu.gh
References 
 
ACRL Board of Directors (2008). Standards for distance learning library services. 
Available at:     http://www.ala.org/acrl/standards/guidelinesdistancelearning,  
Accessed on: 22/01/15 
Boadi, B. Y. & Letsolo, P. (2004). Information needs and information seeking behavior 
of distance learners at the Institute of Extra-Mural Studies in Lesotho.  
Information Development, 20(3), 189-99. 
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code 
development. Thousand Oaks, CA: Sage 
 Boylston, S. (2015). ACRL Information Literacy Framework for Higher Education; 
Association of College and Research Libraries, ACRL Board of Directors Action 
Form, 1-23. Available at: http://acrl.ala.org/ilstandards/wp-
content/uploads/2015/01/Framework-MW15-Board-Docs.pdf, Accessed on: 
20/04/2015  
Buchanan, E.A. (2000). Going the extra mile: serving distance education student, Online 
Journal of Distance Learning Administration, 3 (1) 
Cann, S. M. (2009). Library Services for distance education: A Case Study of UG 
(Dissertation submitted to Information Studies Department) 
Caspers, J., Fritts, J. & Gower, H. (2001). Beyond the rhetoric: a study of the impact of 
the ACRL guidelines for distance learning library services on selected distance 
learning library services on selected distance learning programs in higher 
education.  Journal of Library Administration, 31 (3/4), 127-48. 
Cox, D. H. (2001). Online Student Services Self-Assessment Tool. Unpublished paper 
adapted from the Western Cooperative for Educational Telecommunications‘ 
15 
 
University of Ghana  http://ugspace.ug.edu.gh
―Online Student Services Provision: A Guide for Good Practice‖ and the Council 
for the Advancement of Standards and Guidelines, 2001. 
http://irt.austincc.edu/presentations/2003/aacc/McRaeOnlineStudentServices.pdf. 
Accessed Feb., 12, 2015. 
Dugan, R. E.&Hernon, P. (1997). Distance education: Provider and victim Libraries. 
Journal of Academic Librarianship, 23(4): 315–24. 
Engström, A.& Salehi-Sangari, E. (2007). Assessment of Business-to-business (B2B) E-
marketplaces‘ Performance. Industrial marketing & e-commerce research group, 
Luleå University of Technology. 
Garten, E. D. and Williams, D. E. (2006). Repurposing older libraries for new times: 
creating new learning space, Library Issues, 26 (4), 1-4. 
Harber, C. (2010). Education and theories of development. In: E. Lemmer and N. van 
Wyk (Eds).  Themes in South African education.  Cape Town: Pearson 
Hines, S.S. (2006). What do distance education faculty want from the library?, presented 
in Twelfth Off-campus Library Services Conference, Georgia, 2006, available at: 
http://weblib.lib.umt.edu/ faculty/hines/handouts/posterhandout.pdf (accessed 14 
Feb., 2015). 
Johnson, A.M. & Jent, S. (2005). Library instruction and Information Literacy – 2004, 
Reference Services Review, 33 (4), 487-530. 
Kavulya,   J. M.   (2004).   Challenges  in  the   provision   of   library services  for  
distance  education:  a  case  study  of  selected universities  in  Kenya. African 
Journal  of  Library,  archives  & Information Science. 4 (1):15 
16 
 
University of Ghana  http://ugspace.ug.edu.gh
Khasseh, A., Moghaddam and, H. S. &Jowkar, A. (2009). Distance education and the 
role of library services in Iran: a case study of Shiraz University Distance 
Learners. Library Hi Tech News, (7), 11-14. 
Mabawonku, I. (2004). Library use in distance learning: a survey of undergraduates in 
three Nigerian Universities. African Journal of Library, Archives and Information 
Science. 14 (2), 151-165. 
Mensah, S. K. E. and Owusu-Mensah, M. (2002). Priorities and Strategies for Capacity 
Building in Tertiary Distance Education for Human Resources Development in 
Ghana, Winneba: the World Bank 
Niemi,J.A.,Ehrhard,B.J. & Neely,L. (1998).Off-campus library support for distance adult 
learners, Library Trends ,47(1), 65-74. 
Owusu-Ansah, S. (2010). Impact of ICT on DE: a case of Level 300 students 
(Dissertation submitted to Department of Information Studies) 
Polit, D. F. & Beck, C. T. (2004). Nursing research: principles and practice. Wolters 
Kluwer health. 
Riggs, D. (1997). Distance education: Rethinking practices, implementing new approach. 
College and Research Libraries 58(3): 208-209. 
Rodrigues, H. F. (1996). The role of the library in distance education. Microcomputers 
for Information Management. 113 (1): 21-30 
Rowland, F. & Rubbert, I. (2001). An evaluation of the information needs and practices 
of part-time and distance educational and social change through lifelong learning. 
Journal of Documentation 57(6): 741-62 
17 
 
University of Ghana  http://ugspace.ug.edu.gh
Sacchanand, C. (2002). Information Literacy instruction to distance students in higher 
education: librarians’ key role, 68th IFLA Council and General Conference 
August 18-24 
Simonson, M., Schlosser, C.& Hanson, D. (1999). Theory and distance education: A new 
discussion. The American Journal of Distance Education. 13(1).  
Simpson, U. (2002) Information for Education and Development in Nigeria. A paper 
presented at the 2nd NLA National Conference and AGM. 41-46 
Thompson, H. (2002). The library‘s role in distance education: survey results from 
ACRL‘s 2000 academic library trends and statistics. College & Research 
Libraries News, 63(5), 338-40. 
UGLS (2014). UG Library System Strategic Plan 2014-2019, Accra, Legon: UG Press, 4 
University of Ghana (2015).Inauguration of the University of Ghana Distance 
Education ICT Project, under the Chinese Phase 2 ICT Project, Legon: 
University of Ghana Press  
Watson, E. F. (2003). Developing Library and Information Services for Distance 
Education, The commonwealth of Learners: Vancouver 
Watson, E.F. (2006). Library services to distance learners – the new professional 
paradigms, available at: www.col.org/ forum/PCF papers/watson.pdf (accessed 
12 Feb., 2015). 
Yang, Z. Y. (2005). Distance education libraries in the US ARL libraries and library 
services provided to their distance users. The Journal of Academic Librarianship, 
31(2), 92-7. 
18 
 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER TWO 
LITERATURE REVIEW 
2.1 Introduction 
This chapter presents a review of the literature. Creswell (2009) explained that literature 
review provides a framework for establishing the importance of the study as well as a 
benchmark for comparing results with other findings. In the view of Creedy (2008) 
literature review aims at placing the study clearly within a larger context.  
 
The literature review is important because: It describes how the proposed research is 
related to prior research in statistics. It shows the originality and relevance of your 
research problem. Specifically, the research is different from other statisticians. It 
justifies your proposed methodology. It demonstrates your preparedness to complete the 
research (Creedy, 2008). 
 
The main themes in this section include; definition of concepts, library services and 
distance learning, distance learning and the library environment, and accessibility of 
library resources. The chapter ends with a summary of the review. 
 
2.2 Definition of Concepts 
2.2.1 Distance Learning 
With the tremendous growth of online distance education programs, it is easily forgotten 
that the concept of learning ―anytime anywhere‖ is not a new one. Distance learning, in 
form of correspondence or home study, reaches back over 250 years (Schmetzke, 2001). 
‗Distance education or distance learning, is a mode of delivering education and 
instruction, often on an individual basis, to students who are not physically present in a 
19 
 
University of Ghana  http://ugspace.ug.edu.gh
traditional setting such as a classroom‘ (Sekyi, 2013). Distance learning has gone 
through massive changes since the advent of the personal computer and more recently 
the prevalence of the Internet. During the 90‘s there were increased interest in distance 
learning using personal computers and computer networks that connect them. Although 
there are many colleges and universities that have offered distance learning programs for 
years, there is a rapidly growing need to provide instruction and services to learners 
anytime anywhere in a virtual environment (Gu, 2006). Providing a distance learner with 
academic services through telecommunications media should give the distance learner 
the same advantages and privileges that a traditional on-campus learner has always 
received. 
This increased interest and involvement in distance learning among higher education 
institutions may continue to grow. This area is being fueled by three major factors: 1) 
institutions are looking to increase enrollment by attracting non-resident students; 2) 
there are growing needs of adult learners to acquire new skills and college credits while 
overcoming the constraints of time and distance; and 3) the development of new 
technologies are making the delivery of distance learning courses more attractive 
(Garrison and Shale, 2006). As high-speed transmission systems (cable modems ...) will 
deliver high bandwidth to residential homes, applications requiring high data rate 
transfers for voice and video will be possible. The applications that will be used to 
deliver instruction and provide services are likely to improve over time, opening up the 
range of possible courses and services offered on-line and accessed by the learner 
(Rowland and Rubbert, 2001). 
Distance learning can take many different forms, ranging from mailed printed materials 
to desktop videoconferencing. A large number of past literatures discuss the different 
20 
 
University of Ghana  http://ugspace.ug.edu.gh
modes of distance learning and their effectiveness. As the focus of this study is not on 
the examination of different delivery methods, but presenting a comprehensive model of 
online distance education (i.e., the provision of a learning environment that utilizes 
computer networks to a large extent), the effectiveness of different educational delivery 
systems is not addressed here (Moore, 2009). 
‗Distance learning is an educational process in which a significant proportion of the 
teaching is conducted by someone removed in space and/or time from the learner‘ 
(Perraton and Creed, 2000). ‗The term ‗distance learning‘ covers the various forms of 
study at all levels which are not under the continuous, immediate supervision of tutors 
present with their students in lecture rooms or on the same premises, but which, 
nevertheless, benefit from the planning, guidance and tuition of a tutorial organization.‘ 
(Holmberg, 2007) ―Distance learning is all arrangements for providing instruction 
through print or electronic communications media to persons engaged in planned 
learning in a place or time different from that of the instructor or instructors‖  
 
From the perspective of many educational technologists, distance learning is inexorably 
linked to technology. According to Garrison and Shale (2006) distance learning involves 
non-contiguous communication between students and teachers mediated by print or some 
form of technology. Recent developments in technology are believed to be removing 
some of the disadvantages associated with distance education. Bates (2005) suggests that 
new technologies promise a wider range of teaching functions and a higher quality of 
learning, lower costs, greater student control, more interaction and feedback for students. 
 
It is important to clarify what distance education is not. This becomes necessary as the 
term is used interchangeably with what it is not. For instance, Asabre-Ameyaw (2008) 
21 
 
University of Ghana  http://ugspace.ug.edu.gh
posits that there has existed for a long time opposing views of interchanging the word 
distance education with that of Open University. Even though Holmberg and others try 
to explain these concepts, the confusion still persists. For Holmberg (2001), distance 
learning is not open learning because the latter implies forms of study which refrain from 
all avoidable restrictions as to access, study time and methods. Bampo (2008) supports 
this view, by explaining that even though all open learning (even on site) involves some 
degree of distance learning, not all distance learning involves much openness. 
 
It can be noticed that when the various definitions of distance education are examined, 
certain similarities arise and these are part of what Keegan (1996) identifies as the five 
main characteristics of Distance Learning listed below: 
i. The partly detached situation of teacher and student throughout in the educational 
process; 
ii. The conscious efforts made by DE institutions in supporting teaching and 
learning at a distance; 
iii. The usage of technologically based interventions such as print, audio, video or 
computer in bridging the distance gap between teacher and student and 
thereby enhancing the educational process; 
iv. The facility of cooperative communication that helps students to interact more 
easily with teachers despite separation by distance usually via feedback on 
assignments etc; 
22 
 
University of Ghana  http://ugspace.ug.edu.gh
2.2.2 Library Services  
The library is the nerve centre of any educational institution as it promotes the 
acquisition of reading, inquiry and independent thinking through the provision of 
resources to support teaching and learning activities (Mabawonku, 2004). It normally 
houses information materials in various formats such as electronic information sources 
like CD-ROM, the internet, etc. Library services are essential support services to 
distance education students. Most researchers in distance learning are in agreement that 
library support is a key element (Caspers, Fritts and Gover, 2001).  
 
Distance learners' expectations of library services as revealed in the literature, 
demonstrate a great need (Niemi, Ehrhard and Neeley, 2008). The library needs of 
distant learners are not unique; they have the same library and information needs as on 
campus students (Liu, & Yang, 2004), but Rowland and Rubbert (2001) in their study on 
information needs of distant learners reported that the university libraries did not cater 
for the specific needs of these students. Apart from the manner in which they are 
accessed, requested and delivered, the same resources are required, the same questions 
are asked, and the same quality of service is expected (Rodrigues 1996); and they expect 
the same level of library service as that provided to their peers on campus (Riggs, 1997). 
 
Distance learners access library and educational resources and services in various ways 
(Sacchanand, 2002). Access can be direct e.g. face to face, or mediated by printed 
material, e.g. manuals, brochure, or mediated by technology, using a variety of media 
such as telephone, radio, the Internet etc. Successful direct access is characterized by 
flexibility, reliability, availability, user-friendly, portability, efficiency and service ability 
(Sacchanand, 2002). Kavulya (2004) in his study of distance education in four 
23 
 
University of Ghana  http://ugspace.ug.edu.gh
universities in Kenya opined that some of the students have little or no exposure to 
library use and this affects their access to library resources. Effective and appropriate 
services to distance learning communities may differ from, but must be equivalent to 
those services offered on a traditional campus (ACRL, 1998). 
 
According to Molefi (2008), support services in Distance Learning are the systems or 
procedures that are purposefully created and effectively utilised by a learning institution 
to support and or facilitate teaching and learning at a distance. Tong (1994) also regards 
support services as essential in helping students overcome difficulties that affect the 
quality of their academic work. This gives students the confidence that they are not being 
left on their own but the institution is interested in their progress. Mirtz (2010) views 
student support as more overreaching involving the ‗entire setting in which learning 
takes place…the disciplines that provide the knowledge learning support, the learners 
and the arrangements made for them, the teaching and learning process, and the 
assessment of learning, institution and programs‘. 
 
Conversely, one can argue that student and learning support could be used 
interchangeably. Thus, student support is generally viewed in two components 
comprising of academic support and non-academic support with an objective to help 
learners learn successfully (Simpson, 2002). Learning support on the other hand is more 
learning specific. It refers to support systems intended to enhance and improve learning. 
The principal objective of learning support is to produce distance learners who are able 
to progress through their programmes learning successfully, able to be independent 
learners who have good learning skills and strategies, and able to interact effectively 
with tutors, learning materials and other learners at any time.  
24 
 
University of Ghana  http://ugspace.ug.edu.gh
To Wright (2009), support services is the ―requisite students‘ services essential to ensure 
successful learning at a distance‖. The most important student support services which 
must be provided at a distance study centre according include: provision of library 
services, motivation of students to continue their education, evaluation of assignments, 
provision of feedback to students, provision of counselling services to learners and the 
provision of quality learning materials.  
 
The Quality Assurance Agency, QAA (2009) for higher education also identifies 
material-based learning which implies that all learning materials should be made 
available to distance learners on time. These range from printed, audio or audio visual 
material and experiment equipment. Learning must be supported locally.  
 
Tait (2003) identifies three roles that support services in DE play: first, support services 
encourage the cognitive (learning) development of students; secondly, support enhances 
the self-esteem of students therefore building their confidence; thirdly, support for 
students is systematic in helping students meet the required standard expected of them so 
that they do not fall behind or redraw from school. Notwithstanding the above views, this 
study seeks to present library services and support for DE students.  
2.3 Library services and Distance Learning  
In recent years, the role of the library in distance learning has expanded in Africa and 
beyond. According to Latham, Slade and Budnick (2006) library support for distance 
learning has been of concern to librarians.  For instance, a recent bibliography on library 
services for open and distance learning identifies 764 works written in the middle to late 
1990s (Slade and Kascus, 2005). Studies in ‗Library services and Distance Learning‘ is 
significant because of the degree the changing role of the library at the end of the 
25 
 
University of Ghana  http://ugspace.ug.edu.gh
twentieth century and the convergence of on- and off-campus library services as the 
electronic era blurs the boundaries between conventional and distance education and 
between remote and in-person users of libraries. 
 
As reported by Association of College & Research Libraries - ACRL (2008) guidelines, 
distance learning community are entitled to library services and resources equivalent to 
those provided for students and faculty in traditional campus settings. The guidelines 
very clearly state that the traditional on campus library services themselves could not be 
stretched to meet the library needs of distance learning students and faculty who face 
distinct and different challenges involving library access and information delivery. 
Special funding arrangements, proactive planning and promotion are necessary to deliver 
equivalent library services and to achieve equivalent results in teaching and learning and 
generally to maintain quality in distance learning programmes.  
 
Similarly Illinois Library Association (ILA) (2002) ‗Guidelines for Library Services to 
Distance Learners‘ have argued that traditional library services designed for on-campus 
users will not meet the requirements of distance learners. The impact and significance of 
distance learning is fittingly described by Howard (2005) when she states that ―distance 
education has led to a redefinition of what is common in education‖. Professions, 
including librarianship, that are associated with distance education have also experienced 
a redefinition. The effect of distance education on support services has been so profound 
that the phrase ―growth industry‖ is applied by Cullen (2004) to the changes that have 
occurred in these activities. Librarianship has grown and changed in many aspects 
because of the different approaches that have to be taken to provide library and 
information services to those who learn at a distance. These changes have impacted not 
26 
 
University of Ghana  http://ugspace.ug.edu.gh
only on the delivery of library and information services to those who learn at a distance 
but also on the delivery of library services to other clients. Thus, these changes have led 
to the development of new professional paradigms within the field of librarianship. 
 
Librarians struggle with the challenge of providing support to distance learners that is 
equitable to library services available on campus, there is an increased awareness of the 
need for research studies to provide a knowledge base for the development of best 
practices (Abubakar, 2010). With the emergence of networked access and web 
connectivity, libraries in higher learning institutions have the potential to make options 
available to distance learners in terms of online catalogue access, online database 
searching, full text retrieval, remote reference and instruction, electronic communication, 
and document delivery. The development of a strong research base will help librarians 
reach consensus on the essential criteria to use in measuring performance and 
documenting good practice in these areas. 
 
Generally speaking, the emphasis in the literature on library services for distance 
learning has shifted dramatically in recent years from access to physical libraries and 
print materials to access to electronic libraries and electronic resources. Off-campus 
library services in London have been discussed (Tait, 2003). Tait found out that 
developing appropriate collections in various disciplines to meet the needs of the 
clientele of the libraries, providing reading, lending, reference, information and 
documentation facilities to all categories of staff and students; developing a special 
collection of distance education books and journals at the libraries, circulation service 
including inter library loan, reference & referral, user guidance, bibliographies/indexes, 
27 
 
University of Ghana  http://ugspace.ug.edu.gh
Online Public Access Catalogue (OPAC). Others included CD-ROM search, microform 
search, online databases, reprography and lamination & spiral binding (Tait, 2003).  
2.4 Distance Learning and the Library Environment  
Bunker (2000) argued that distance learning in its various forms has a long history within 
postsecondary education, and has had incredible growth since 1990s.  This growth is due 
to a number of factors, the primary ones being the rapid development of information and 
communications technologies (ICT), increasing use of the Internet and World Wide Web 
for the delivery of educational programs, and expanding access to information in 
electronic format. 
In the Library environment, libraries are faced with a much more complex operating 
environment and many competing needs. The environment is viewed as the type of 
environment which library users interact with either for purposes of accessing or 
obtaining information for academic purposes or to perform a task. In this context of this 
study, distance learning or education is viewed as that task (Molefi, 2008). Conversely, 
in the higher learning institutions, the Library environment can be referred to the context 
in which information is sourced, accessed, managed, utilised and generally made 
available for the use of distance learners in pursuit of their distance learning 
programmes. The sources and/or channels of information comprise colleagues or friends, 
mass-media such as radio and television and newspapers, library and electronic mediated 
devices such as the Internet, among others. 
 
Some attempts have been made to explain or substantiate on the information needs of 
distance learners. Jagannathan (2008) categorises information requirements of distance 
students into three; need for materials and facilities: Distance learners need several kinds 
of materials such as reference books, texts books, journals, reports, self-instructional 
28 
 
University of Ghana  http://ugspace.ug.edu.gh
materials (SIMs) etc. They require various facilities through the library reading room as 
well as stack room space with proper display of documents. Secondly, need for 
information services: such as bibliographic instruction for print and non-print materials; 
information about distance learning agencies, and support services. Thirdly, need for 
user services: distance learners also need professional guidance and support from the 
library staff about using library collection, using equipment and facilities available at the 
library (Jagannathan, 2008).  
 
In identifying specific information requirement of distance students, an empirical study 
by Kascus and Aguilar (2008) found out that the information needs of distance learners 
included access to adequate facilities; core collections; professional library staff; reserve 
reading collections; and supplementary materials. Singh (2002) also argues that distance 
learners generally need some types of information services, namely the loan of a specific 
book/reference book usually one referred to in their SIMs; a photocopying; 
information/material on a particular subject; self-instructional materials; viewing and 
listening to audio-visual materials; using the different type of library collection and using 
equipment and facilities available. 
2.5 Accessibility of Library Resources  
Distance learning has made remarkable progress over the last two decades and has now 
gained widespread acceptance as a viable alternative learning delivery system (Rao, 
2006). Distance learning has had effect not only on the discipline of education, but it has 
also fundamentally affected services that support it (Watson, 2006). One of the most 
essential support systems influencing the quality of the courses offered in distance 
education is the provision of library and information services and resources. Most 
29 
 
University of Ghana  http://ugspace.ug.edu.gh
researchers in distance learning are in agreement that library support is a key element 
(Copers et al., 2001). 
 
The provision of quality library services to those who learn at a distance is undoubtedly 
one of the most exciting and challenging developments that have occurred in 
contemporary librarianship (Egberongbe, 2011). Distance education has led to the 
development of specialised library and information services that can appropriately be 
called distance librarianship. The genesis of distance librarianship is grounded in the 
creation of the large-scale spread of distance education to satisfy personal and national 
educational goals. Distance education has impacted not only on the discipline of 
education, but it has also fundamentally affected services and professions that support 
distance learning and distance education. 
 
It is important that Distance learners are able to access institution library resources in a 
timely and convenient way (Heaps, 2001). Benefits of the ubiquitous use of technology 
have been recognised by academic librarians, both in the provision of services and 
accessing resources, with movement away from print collections towards increased 
provision of remote access to e-resources within virtual libraries. This has been enabled 
by the existence of seamless and improved functionality of interfaces, such as new 
resource discovery software (Bower &Mee, 2010). This benefits all users, but in 
particular DLs who need to access library resources from home or work (Hensley & 
Miller, 2010). Access to licensed e-journals and e-books has not completely removed the 
need for physical access via postal loan services, inter-library loans (ILLs), and 
document delivery services (possibly delivered electronically direct to users) (Bower & 
Mee, 2010).  
30 
 
University of Ghana  http://ugspace.ug.edu.gh
The way that libraries manage postal loan services to distance learners vary, particularly 
in relation to charging for postage. Libraries can either charge for return postage or for 
postage both ways for items sent to DL students, or levy an additional charge on top of 
postage costs (Long, 2009; Hitchen, 2005). Issues for libraries in providing a postal 
library service are mainly budgetary decisions relating to the expense of postal loans, the 
length of delivery times, and problems with the collection of deliveries by users. Some 
libraries set limits on the minimum and maximum physical distance students must live 
away from the institution to be eligible for postal loans (Long, 2009), resulting in the 
service rarely being provided to overseas students (Hitchen, 2005).  
 
Document delivery, whether this is done by post or electronically, is often the 
responsibility of an ILLs department. Document delivery is especially useful if library 
resources are available only in print. For example, the British Library document supply 
service enables documents to be sent directly to the end user (British Library, 2011). The 
ability to provide electronic versions of documents means that they can be delivered in a 
timely and simple way over the Internet. However, since suppliers often add a copyright 
clearance fee, it can sometimes be cheaper to simply purchase a hard copy back issue of 
a journal needed by a distance learner (Kramer, 2010).  
The third way in which distance learners may obtain physical library resources is through 
ILL services. Bower & Mee (2010) state that historically, material was initially made 
available to distance learners by the library via ILL and document delivery with no 
specialized services. However, this was subsequently replaced with an electronic 
document delivery service direct to user accounts.  
31 
 
University of Ghana  http://ugspace.ug.edu.gh
For the library to be effective as an instrument of learning, it must provide users with the 
required information. Traditionally the library‘s effectiveness was measured in relation 
to completeness and balance of collection, the adequacy of acquisitions, cataloguing etc.  
In recent times, the focus has shifted towards the other end of the knowledge 
communication process: the users. With the advent of online catalogues, online 
databases, other electronic resources (CD-ROM), access to information and new 
methods of document delivery, the role of the academic library is changing.  
 
Users do not have to be physically present in the library in order to access the library's 
resources. The changing role of academic librarians as knowledge managers emphasizes 
the need to constantly update or acquire new skills and knowledge to remain relevant in 
today‘s library environment (Dadzie, 2005).  
 
Students must be made aware of these support services if they are to fully benefit from 
them (Long, 2009), because there is a real difference between accessibility and 
availability (Holloway, 2008: 289). Similarly, librarians should encourage DLs to request 
resources early, leaving plenty of time before assignments are due, to prevent them 
arriving too late to be useful (Long, 2009). 
 
Given the emergence of distance learning, institutions of higher education both in Africa 
and beyond must reflect on whether and how they are meeting the needs of today‘s 
distance student. As often as not, students in higher education are commuting to school 
or taking courses at a distance, challenging the status quo of the traditional residential 
student.  Access to adequate library services and resources is essential in post-secondary 
education, regardless of where students, faculty, and programs are located (Koohang, 
32 
 
University of Ghana  http://ugspace.ug.edu.gh
2004). The library can make distance learning either the most pleasant or the most 
distressing experience for remote students (Buchanan, 2000).  
In other words, library is the key to an institution‘s academic strengths; it is the heart and 
soul of the learning process, and ‗‗perhaps the greatest obstacle to create a complex and 
comprehensive set of distributed learning offerings in meeting the information needs of 
students in an electronic medium‘‘ (Thompson, 2002). Although many consider the 
library to be the heart of the university, the use of the library is often not incorporated 
into distance learning courses (Lebowitz, 1997). Few, if any, campuses have defined a 
scalable and viable strategy for making library information resources available to 
distance learners (Thompson, 2002). 
In order to provide quality library and information services for distance learners, it is 
essential for the institution to have a philosophy that recognizes the provision of library 
services to their students as a primary responsibility. Most of the institutions in Africa do 
not provide sufficient support for distance learning students to pursue their courses 
successfully, particularly when it comes to students‘ information needs. To provide 
students with the resources they need in a timely and efficient manner, studies need to be 
conducted to examine user requirements, preferences and technological abilities 
(Aliakbar, Hadi and Jowkar, 2009). 
 
The delivery of library and information services to distance learners is undisputedly the 
most pressing challenge that distance librarians encounter. Distance librarianship 
demands that libraries and librarians recognise that their role has transformed from being 
custodial in orientation to become cutting edge in nature particularly with respect to the 
delivery of information services. Distance education and librarianship demands that 
students are placed at the centre of the educational paradigm (Shija, 2009). There must 
33 
 
University of Ghana  http://ugspace.ug.edu.gh
be a shift from institutional centred programmes and activities to a focus that centres on 
strategies to help the student overcome the array of challenges caused by distance and 
temporal factors. Flexibility must be a cardinal parameter. Distance students must have 
the ability to access library and information resources when, where and how they choose.  
 
Store (1998) reports that there is the need for librarians to be ―responsive and 
innovative‖ in order to meet the library and information needs of its students. He sees 
distance education as introducing a new marketplace into the profession. In addition to 
traditional delivery mechanisms libraries must introduce bold and innovative strategies 
into their delivery process. Egberongbe (2011) reveals that the strategies must be 
deployed to deliver the gamut of services that distance learners require including 
document delivery; bibliographic instruction; Information Literacy instruction; reference 
services; interlibrary loans and access to electronic resources. 
 
In traditional librarianship information seekers go to an information service point to 
access the information they need. In distance services the information has to be sent to 
the student. Allied to this factor is the need to have an expeditious document delivery 
service. Time and distance are real foes when distance students try to access information 
(Damilola, 2013). The institution of procedures and channels to get information to 
students quickly must be an important aspect of distance librarianship. Another new 
feature of distance library services is the creation of Research Assistants and others who 
act as intermediaries between the information seeker and the information source. The 
existence of intermediaries who link the information source and the information seeker 
represents a new professional paradigm in librarianship (Kwafoa, Imoro and Afful-
Arthur, 2014). 
34 
 
University of Ghana  http://ugspace.ug.edu.gh
In order to bridge the gap between the information source and the information seeker it is 
necessary to use a variety of delivery strategies to take the information to the student. 
The use of technology features heavily in this regard, particularly in developed countries. 
The use of OPACs, on-line systems and services, networked databases and other 
information providers as well as other technologically dependent information services 
are found in many distance education library and information services in these countries 
(Sharma, 2009). The low cost of technology, cheap communications charges and 
widespread access to these facilities makes the deployment of technological based 
information services an important modality to provide access to information in distance 
learning. Once these systems of information transfer are available for distance learners it 
makes it possible to extend their use to on-campus teaching and learning thereby 
introducing new paradigms in information delivery in library services (Damilola, 2013). 
 
For traditional library services, students do go to the library to access the range of 
information services that they need to satisfy their learning needs. However, in distance 
education some modalities have to be used to take library services to distance learners. 
Thus, the tyranny of distance applies not only to education but also to the ability of those 
who study at distance to access library services (Mabawonku, 2004). 
 
Librarians, distance educators and administrators must therefore adopt new strategies to 
ensure that quality library and information services are available to those who learn at a 
distance. These new strategies or paradigms must be applied to every aspect of library 
and information services. Thus, distance librarianship has wrought a change in what is 
―common‖ in librarianship through the introduction of a number of qualitative changes 
in library and information services (Sacchanand, 2002). The findings by Kavulya (2004) 
35 
 
University of Ghana  http://ugspace.ug.edu.gh
in four universities in Kenya revealed that access to library resources could be direct e.g. 
face to face or mediated by printed material e.g. manuals, brochure, or mediated by 
technology, using a variety of media such as telephone, radio, the Internet etc. however, 
successful direct access is characterized by flexibility, reliability, availability, user-
friendly, portability, efficiency and service ability. Thus, Kavulya (2004) opined that 
some of the DE students have little or no exposure to library use and this affects their 
access to library resources. 
2.5.1 Problems in Accessing DL Information Resources 
In universities, some challenges appear to hinder distance learners in accessing library 
resources and electronic resources. Among most studies (Tripathi and Jeevan, 2008; 
Mirza & Mahmood, 2012; Kwafoa et al., 2014), challenges identified include geographic 
barriers, technological barriers, budgetary and staffing restraints, lack of awareness for 
library resources and services, lack of Information Literacy, problem of interlibrary loan 
and document delivery and acquisition and collection development issues. 
 
Geographical barriers were also a problem DL students faced in accessing information 
resources. The distance learners are dispersed along the length and breadth of the 
country. A study by Tripathi and Jeevan (2008) showed significant findings such as the 
inability of distance learners to access library resource. The study however 
recommended that to close the distance gap, stakeholders need to provide equitable 
information access to distance learners at par with campus based learners. On the other 
hand, Tripathi and Jeevan (2008) underscored DL libraries should concentrate on 
fulfilling the information needs and requirements by exploring modern information 
36 
 
University of Ghana  http://ugspace.ug.edu.gh
technologies, developing library networks and negotiating with information providers to 
strike better learner friendly licensing and access models. 
Another barrier is technological barrier. In DE, slow access to the Internet as a result of 
the bandwidth limitation or usage of old systems/technologies comprise of technological 
barrier. Especially in Africa, the bandwidth limitations of the internet make information 
resources difficult to be accessed by users. As stated by Barnhart & Stanfield (2011) 
technology has an essential role to play in enabling education to be accessed from 
anywhere and at anytime, thereby helping to mitigate against the afore mentioned 
difficulties. A survey by Bryne & Bates (2009) corroborated the findings in the earlier 
study by stating that technological innovations would enable librarians to provide DLs 
with the same level of access to resources and services as on-campus students, as well as 
the knowledge necessary to find the information they need. 
Since the students of DE are remotely located and geographically dispersed with uneven 
technology penetration; the challenge lies in using appropriate information technology 
tool which is commonly available and relatively economical. This is why earlier studies 
(Hensley & Miller, 2010; Whitehair, 2010) have suggested that the perception of 
librarians that isolation is a significant challenge for DL students is correct and strategies 
to overcome this are needed. The literature states that by embedding librarians within 
Virtual Learning Environments (VLEs), using discussion boards and other innovative 
uses of technology, can not only support Information Literacy training, but also, to a 
certain extent, remove the sense of isolation felt by DL students.  
 
Lack of awareness of library resources and services appears to be a barrier to accessing 
library resources. Brooke (2011) conducted a study in UK University (Sheffield Hallam 
37 
 
University of Ghana  http://ugspace.ug.edu.gh
University- SHU) to identify the reasons for the lack of use of library resources. Using a 
questionnaire as a collection instrument, data gathered revealed that the Distance 
Learners at SHU had reasons for not using the library resources, among them are lack of 
awareness of the services offered. Khan and Shafique (2011) identified Information 
Literacy as a remedy to resolving lack of awareness. According to Abubakar (2010) 
Information Literacy is the set of skills needed to find, retrieve,  analyse, and use 
information. Ultimately, information literate people are those who have learned how to 
learn. They know how to learn because they know how knowledge is organized, how to 
find information and how to use information in such a way that others can learn from 
them. They are people prepared for lifelong learning, because they can always find the 
information needed for any task or decision at hand. It has been observed that the 
distance learners do not know how to access the online resources; so the information 
resources remain under-utilized. 
Cohen & Burkhardt (2010) underscored that budgetary and staffing restraints are familiar 
to all libraries and librarians not just the ones who serve distance learners. It seems that 
libraries are constantly fighting stagnant or decreasing budgets. An empirical study by 
Whitehair (2010) supported the view of Cohen & Burkhardt (2010) that library services 
are expensive since it requires an addition of staff or revision to current services. For 
instance buying software, staffing electronic reference services, mailing books and 
articles are going to be added costs to the operational budget of the library. Thus, enough 
funds from stakeholders need to be provided for running efficient DE programme. 
 
Delivery of material is often a complicated issue; it is an important part of providing 
equitable service to distance learners. It is another issue which requires lot of judicious 
38 
 
University of Ghana  http://ugspace.ug.edu.gh
planning and decision making. The distance learners who are remotely located may 
identify relevant library material that they need, but could not obtain the full text online. 
Librarians have to decide what their policies and procedures will be for request and 
delivery of, articles or books. The librarians have to decide how articles both owned and 
loaned through interlibrary loan must be sent- through-mail, fax or electronically. 
Delivery of books is often a trickier decision for a library. Copyright is a grave issue and 
what comprises infringement of copyright and fair use regarding electronic storage and 
transmission of print or images is still not crystal clear. Articles can be scanned and sent 
as images files to the distance learners. But copyright restrictions are a barrier to 
scanning and sending books.  
There are two categories of learners who currently get enrolled in the distance learning 
stream, one is those who wish to pursue learning with earning by working in part-time or 
full-time jobs, there are also large number of learners who do not get admission in the 
regular stream. Sometimes these learners may not grasp the content of international 
publications which are primarily available in electronic form.  
2.5.2 ICT and Library services in Distance Learning 
According to Burge, Snow and Howard (2008) the impact of ICT on library services to 
distances places librarians and other distance education providers in a new era and in 
unmapped territory. Consequently, she sees all those involved in distance education as 
pioneers. Burge et al. (2008) describe the involvement of library staff in the development 
of new courses. 
The convergence of technology and communications offers distance education 
institutions an array of options to deliver library and information services (Igun, 2005). 
The expanded use and role of technology in the delivery of library and information 
39 
 
University of Ghana  http://ugspace.ug.edu.gh
services has served to reduce the barriers to library and information services that are 
occasioned by distance for these students. In order to take library services to distance 
learners many libraries in these institutions have placed most of their services on-line. 
Liu (2005) posits that the digitalisation of information makes it possible to take library 
and information services to distance students regardless of their location. In addition to 
OPACs, students are able to search databases, examine abstracts and in some instances 
read full text documents. Some of these networked services also include non-print 
resources in their information data bases. 
Another use of technology to provide library and information services in distance 
learning are the delivery of Information Literacy, bibliographic instruction and reference 
skills as on-line courses (Igun & Adogbeji, 2007). Thus, distance students are able, 
through technology, to enjoy training in information related skills through the use of 
technology. Many libraries use electronic communication as the medium of choice to 
maintain contact with students making it possible for students to use e-mail as a means of 
sending and receiving communication related to their need for information (Liu & Yang, 
2004). 
While technology has reduced the distance between library services and students, 
distance services librarians are charged to remember that not all countries or all distance 
students are able to access technology with the same degree of ease (Watson, 2006). 
Thus, while technology is an important modality to reduce the tyranny of distance it is 
important for librarians and others to include other modalities in their delivery of 
information strategies. This is important because access to technology is not universal, 
nor is all technological systems equal. Therefore, total reliance on technology will cause 
some distance students to experience information disenfranchisement (Cavanagh, 2008).  
40 
 
University of Ghana  http://ugspace.ug.edu.gh
The modern Internet-based distance education (DE) is steadily moving forward and has 
attracted attention and gradually showed strong development momentum. Owusu-Ansah 
(2010) studied on the accessibility, adequacy and use of ICT in UG, Legon distance 
learning students. The main findings of the study were that the inaccessibility and 
inadequacy of ICT facilities had severely affected students‘ academic output especially 
in the area of research, learning and even library services. Moreover, the findings found a 
strong relationship between ‗adequacy of ICT facilities‘ and learning and research. A 
regression test also found out that there is a positive, very strong and significant 
relationship (r= 0. 814, p < 0.01) between adequacy of the facilities/resources and 
academic performance. Thus, enough incorporation of ICT into library services is needed 
to ensure successive learning outcome of distance students. 
2.5.3 Distance Learning and Accessibility of E-resources  
Emerging technologies and digital files have revolutionized library and information 
services. Academic libraries have positioned themselves in the twenty-first century with 
online databases where students can remotely access electronic resources via the 
Internet. Establishing a virtual presence to complement a physical presence has become a 
necessity for higher educational institutions that include online courses and online 
resources (Johnson, Adams & Cummins, 2012). Twenty-first century learners include 
digital natives and digital immigrants with varying demographic and psychographic 
profiles. Learners also have varying physiological, social, cognitive and affective 
characteristics. Since emerging technology is a dynamic force, teaching and learning 
must also be dynamic to meet diverse learner needs including anytime, anywhere access 
(Johnson, Adams & Cummins, 2012). Effective library services can improve academic 
learning and performance amongst distance students. 
41 
 
University of Ghana  http://ugspace.ug.edu.gh
Al, Soydal & Tonta (2010) found out that the low usage of electronic books by distance 
students of Finland was because most students are unaware of this easily accessible 
option. Using the descriptive survey approach, the researchers concluded that students 
who used electronic books preferred the personalized research experience due to the 
convenience of remote access, contextual search capabilities, personal bookshelves, 
annotation tools, automatic citations, mobile options and over 459,000 titles accessible 
through ebrary, an online digital library. An instructional module designed specifically 
for ebrary and aggressively promoted, would increase students‘ awareness, teach them 
relevant skills, encourage proactive research, and bridge distance gaps (Al, Soydal, & 
Tonta, 2010). 
 
Moreover, online library resources are available to multiple users, eliminating waitlists 
for checked out books. In recent years, library databases have grown, technologies to 
deliver and view electronic resources have improved, and the diversity for which 
electronic resources can be accessed across multiple electronic platforms has also 
improved (Head & Eisenberg, 2010). Cloud based applications have changed the scope 
of how information is searched, accessed, stored and learned (Johnson, Adams, & 
Cummins, 2012). Online databases such as EBSCOhost, Emerald and Academic Search 
Premier provide cloud solutions for students seeking information. As a result, the 
purposes of library services have shifted in order to meet the changing needs of students. 
Summary of the chapter  
The chapter reviewed literature within the domain of library services to distance learning 
institutions. The chapter considered areas like library services and distance learning, 
distance learning and the library environment, accessibility of library resources and ICT 
and library services in distance learning. It was distinct and clear that regarding library 
42 
 
University of Ghana  http://ugspace.ug.edu.gh
services within the distance learning programmes, many library services can be provided 
to enhance the academic pursuits of the students. However, technological, geographical 
and among others serve as hindrance to ensuring adequate library service provision. 
 
 
 
43 
 
University of Ghana  http://ugspace.ug.edu.gh
References 
Abubakar, A. B. (2010). A Snapshot of Information-Seeking Behavior Literature in 
Health Sciences: a Bibliometric Approach. Library Philosophy and Practice 
ACRL (2008). Standards for distance learning library services. Available at     
http://www.ala.org/acrl/standards/guidelinesdistancelearning accessed on 
22/01/15 
Al, U., Soydal, I., & Tonta, Y. (2010). Analysis of e-book use: The case of ebrary. Paper 
presented at the 14th International Conference on Electronic Publishing, Helsinki 
Finland 
Aliakbar, K., Hadi, S. M. and Jowkar, A. (2009) Distance education and the role of 
library services in Iran: a case study of Shiraz University Distance Learners, 
Library Hi Tech News, 7, 11-14 
Asabre-Ameyaw, K. (2008). 15000 teachers leave classroom every year to study. Daily 
Graphic (No. 150279) p. 31.  
Bampo, J. (2008). Students’ assessment of facilities and services available for distance 
teaching and learning in the University of Cape Coast. An unpublished M.Phil 
thesis, Faculty of Education, University of Cape Coast, Cape Coast.  
Barnhart, A. & Stanfield, A. (2011). When coming to campus is not an option: using web 
conferencing to deliver library instruction. Reference Services Review, 39 (1), 58-
65 
Bates, A. (2005). Technology learning and distance education. (2nd ed.). New York: 
Routledge. 
44 
 
University of Ghana  http://ugspace.ug.edu.gh
Bower, S. & Mee, S. (2010). Virtual delivery of e-resources and services to off-campus 
users: a multi-faceted approach. Journal of Library Administration, 50 (5/6), 468-
483 
British Library (2011). Document Supply Services. London: The British Library Board. 
Bruso, J. L. (2001) A Comprehensive Orientation to Address Diverse Student Needs. In 
C. Dalziel and M. Payne (eds.), Quality Enhancing Practices in Distance 
Education: Student Services. Washington, D.C.: Instructional 
Telecommunications Council 
Buchanan, E.A. (2000), Going the extra mile: serving distance education student, Online 
Journal of Distance Learning Administration, 3 (1) 
Bunker, E. (2000). History of distance education. The American Center for the Study of 
Distance Education, The Pennsylvania State University. Accessed 22/01/15 from 
http://www.lucent. com/cedl/history.html  
Burge, E. J., Snow, J. E. and Howard, J. L. (2008) Developing partnerships: and 
investigation of library-based relationships with students and educators 
participating in distance education in Northern Ontario. Toronto: Ontario 
Institute for Studies in Education and Contact Nord. 
Byrne,S. & Bates,J. (2009). Use of the University Library, Elibrary, VLE, and Other 
information sources by distance learning students in University College Dublin: 
implications for academic librarianship. New Review of Academic Librarianship, 
15 (1), 120 –141 
Cameron, M. (2008) A long full spoon: library collections to serve external students. 
Australian Academic and Research Libraries, 19, (4) 223-228. 
45 
 
University of Ghana  http://ugspace.ug.edu.gh
Caspers, J., Fritts, J. & Gower, H. (2001). Beyond the rhetoric: a study of the impact of 
the ACRL guidelines for distance learning library services on selected distance 
learning library services on selected distance learning programs in higher 
education.  Journal of Library Administration, 31 (3/4), 127-48. 
Cavanagh, S. (2008). Grocers move to ease life in not-so-fast lane, Sacramento Bee, 
April 22, pp. c1. 
Cohen, S. & Burkhardt, A. (2010). Even an ocean away: developing Skype - based 
reference for students studying abroad. Reference Services Review, 38 (2), 264 -
273 
Creedy, J. (2008) Research without tears: from the first ideas to the published output, 
Massachusetts: Edward Elgar Publishing, Inc., p. 31 
 
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods 
approaches. Sage. 
Cullen (2004) ―A longitudinal analysis of customer satisfaction and share of wallet: 
investigating the moderating effect of customer characteristics‟ , Journal of 
Marketing‖, 71, 67-83 
Egberongbe, S. H. (2011). The Use and Impact of Electronic Resources at the University 
of Lagos. Library Philosophy and Practice (e-journal).  
Gu, F. (2006), The role of library media services in the university distance and 
distributed education, Library Management, 27 (6/7), 379-89. 
Head, J. & Eisenberg, S. (2010). Developing Information Literacy skills early in an 
undergraduate curriculum. College Teaching, 58(3), 109-115. 
46 
 
University of Ghana  http://ugspace.ug.edu.gh
Heaps, E. (2001). SCONUL Task Force on Access for DL - Distance learners: 
information resource issues for policymakers. SCONUL: London 
Hensley, M. & Miller, R. (2010). Listening from a distance: a survey of University of 
Illinois distance learners and its implication from meaningful instruction. Journal 
of Library Administration. 50 (5/6) history.html (Accessed April, 1, 2015). 
Hitchen, J. (2005). Supporting distance learners at the University of Central Lancashire, 
SCONUL Focus, 34, 26 – 30 
Holloway, K. (2008). ILLiad, document delivery, and the distance student: How 
document delivery can enhance support for distance library users. Journal of 
Library Administration, 48 (3), 479-493. 
Holmberg, B. (2000). Status and trends of distance-education research. In E. Wagner, & 
A. Szücs (Eds.), Research and innovation in open and distance learning 1–5. 
Prague: European Distance Education Network – EDEN. 
Howard, S. (2005) ‗Libraries in distance education‘. Canadian Journal of Continuing 
Education, 11 (1) 45-57. 
Igun, S. (2005). Users and Internet skills: A report from Delta State University, Abraka, 
Nigeria. Electronic Journal of Academic and Special Librarianship 6(3). 
Igun, S. E., & Adogbeji, O.B. (2007). Study habits of postgraduate students in selected 
Nigerian Universities. Library Philosophy and Practice 5 (2): 17-26. 
Jagannathan, N. (2008). Libraries in Distance Teaching University. In: M. K. Jain et al. 
(Eds.), 50 Years Library and Information Services in India. Delhi: Shipra 
Publications 
47 
 
University of Ghana  http://ugspace.ug.edu.gh
Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 
Higher Education Edition. Austin, Texas: the new Media Consortium 
Kalin, S. W. (1991), Support services for remote users of online public access 
catalogues, Reference Quarterly, 31 (2), 197-213. 
Kavulya, J. M. (2004). Challenges in the provision of library services for distance 
education: A case study of selected universities in Kenya. African Journal of 
Library Archive and Information Science 14(1): 15-28. 
Keegan, D. (1996). Foundations of distance education (3rd Ed.) New York, NY: 
Routledge. 
Khan, S. A. & Farzana, S. (2011). Information Needs and Information-Seeking 
Behavior: A Survey of College Faculty at Bahawalpur, Library Philosophy and 
Practice, 
Koohang, A. (2004), Students‘ perceptions toward the use of the digital library in weekly 
web-based distance learning assignments portion of a hybrid programme, British 
Journal of Educational Technology, 35(5), 617-26 
Kramer, S. (2010). Virtual libraries in Online learning. In Rudestam, K. & Schoenholtz-
Read, J. (ed.) Handbook of Online Learning. London: Sage 
Kwafoa, I. and Afful-Arthur, H. (2014) Assessment of the Use of Electronic Resources 
among Administrators and Faculty in the University of Cape Coast, Library 
Philosophy and Practice (e-journal) 
Latham, S., Slade, A. L. and Budnick, C. (2006). Library Services for Off-Campus and 
Distance Education: An Annotated Bibliography. London: Library Association 
Publishing Limited 
Lebowitz,G (1997) Library services to distance students. An equity issue. The Journal of 
Academic Librarianship. July 1997, 303-308. 
48 
 
University of Ghana  http://ugspace.ug.edu.gh
Liu, Z. & Yang, Z. (2004). Factors influencing Distance-Education Graduates Students' 
Use of Information Sources: A User Study. The Journal of Academic 
Librarianship, 30 (1), 24–35. 
Liu, Z. (2005). Reading behaviour in the digital environment: Changes in the reading 
behaviour over the past 10 years. Journal of Documentation 61(6): 700-12. 
Long, D. (2009). Going the extra mile: designing a delivery service for remote 
borrowers‖ . Journal of library and information services in distance learning, 3 
(3/4), 182-191 
Mabawonku, I. (2004). Library use in distance learning: A survey of undergraduates in 
three Nigerian universities. African Journal of Library, Archival and Information 
Science 14(2): 151-65. 
Mirtz, R. (2010). Spatial metaphors and distance learning library services: Why ―where‖ 
makes a difference. Journal of Library Administration, 50: 7, 857 - 866. 
Mirza, M. S. & Mahmood, K. (2012). Electronic resources and services in Pakistani 
university libraries: A survey of users' satisfaction. The International Information 
and Library Review, 44(3): 123-131 
Molefi, F. (2008). Context: A paper presented at the Distance Education Workshop for 
Setswana Part-Time Writers, DNFE. 
Moore, (2009) Peak Performance: Success in College and Beyond (2nd ed.). Whitby, 
ON: McGraw-Hill Higher Education 
Niemi, J. A., Ehrhard, B. J. & Neeley, L. (1998). Off-campus library support for distance 
adult learners. Library Trends 47(1): 65-74. 
49 
 
University of Ghana  http://ugspace.ug.edu.gh
Perraton, H. and Creed, C. (2000). Applying new technologies and cost-effective 
delivery systems in basic education. International Research Foundation for Open 
Learning. Retrieved from http://www.unesco.org/education/wef/en-
docs/findings/technofinal.pdf on 30/3/2015. 
Potter, J. (1996). Accessibility and Usability of Online Library  Databases, in Library Hi 
Tech, 23(2),  256-286. 
RDR Associates, (1998, p. 17) Distance Learning: The Library‘s Role in Ensuring 
Access to Everyone‖, in Library Hi Tech, 20(4), 420-432. 
Riggs, D. (1997). Distance education: Rethinking practices, implementing new approach. 
College and Research Libraries 58(3): 208-209. 
Rodrigues, H. F. (1996). The role of the library in distance education. Microcomputers 
for Information Management. 113 (1): 21-30 
Rowland, F. & Rubbert, I. (2001). An evaluation of the information needs and practices 
of part-time and distance educational and social change through lifelong learning. 
Journal of Documentation 57(6): 741-62 
Sacchanand, C. (2002). Information Literacy instruction to distance students in higher 
education: Librarians' key role. 68th IFLA Council and General Conference 
August 18-24, 2002. 
Schmetzke, A. (2001) Online Distance Education - "Anytime, Anywhere" But Not For 
Everyone, Information Technology and Disabilities Journal, 7 (2), 
Sekyi, E. D. (2013) Appraisal Of Student Support Services In Distance Education At 
UCC, Thesis Is Submitted To The University Of Ghana, Legon In Partial 
50 
 
University of Ghana  http://ugspace.ug.edu.gh
Fulfilment Of The Requirement For The Award Of Master Of Philosophy In 
Adult Education Degree 
Sharma, C. (2009). Use and Impact of E-Resources at Guru Gobind Singh Indraprastha 
University (India): A Case Study. Electronic Journal of Academic and Special 
Librarianship, 10 (1), 58-64. 
Shija, H. (2009). E-resources use via the internet improvement is a must: a case of 
special libraries in Tanzania. Retrieved from 
nd
www.ais.up.ac.za/digi/docs/paper_shija.doc on 2  April, 2015 
Singh, B. K. (2002). Library Services to Distance Learners: A Study of Kota Open 
University. Paper Presented at the AAOU Pre-Conference Seminar on Outreach 
Library Services for Distance Learners. 
Slade, A. L. (2008) Research on Library Services for Distance Learning, Victoria, BC.: 
Council of Prairie and Pacific University Libraries (COPPUL) 
Slade, Alexander L. and Marie A. Kascus. (2005). Library Services for Open and 
Distance Education: The Third Annotated Bibliography. Englewood, CO: 
Libraries Unlimited. 
Store, J. (1998) Guidelines for library support of distance and distributed learning in 
Canada. Retrieved July 12, 2015, from http://www.cla.ca/about /distance.htm 
Tait, A. (2003) ‗Management of Services to Students’ in Planning & Management in 
Distance Education, eds Santosh Panda, London: Kogan, 155-169  
51 
 
University of Ghana  http://ugspace.ug.edu.gh
Thompson, H. (2002), The library‘s role in distance education: survey results from 
ACRL‘s 2000 academic library trends and statistics, College & Research 
Libraries News,  63 (5), 338-40. 
Tripathi, M. and Jeevan, V K J. (2008) Enabling Electronic Resource Access for 
Distance Learners, 6th International CALIBER-2008, University of Allahabad, 
Allahabad, February 28-29 & March1, 2008 
Watson, E. F. and Jagannathan, N. (1996) Library services to distance learners in the 
Commonwealth: a reader. Vancouver: Commonwealth of Learning 
Whitehair, K. (2010). Reaching part-time distance students in diverse environments. 
Journal of Library & Information Services in Distance Learning. 4 (3), 96 -105 
Wright, S. J. (2009). Research on selected aspects of learner support in  distance 
education programming: A review of selected papers (part 1). The Second 
American Symposium on Research in Distance Education, Pennsylvania State 
University. pp 59-71 
 
 
52 
 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER THREE 
RESEARCH METHODOLOGY 
3.1 Introduction 
Methodology as stated in Polit and Beck (2004),  is the process of obtaining, organizing 
and analyzing data. This section is divided into sub-sections which discusses the research 
design, research population, sample frame, data collection procedure, data collection 
instrument, data analysis techniques.  
3.2 Research Approach 
According to Creswell (2013) and Engstrom & Salehi-Sangari (2007), researchers have 
identified three basic approaches to conducting a research and these are qualitative, 
quantitative and mixed methods approaches. Potter (1996) suggests that the decision of a 
research approach is contingent on the research purpose. Thus the approach to this study 
is quantitative and the survey method was chosen for this study. 
 
According to Creswell (2013)  a study is quantitative, when it is an inquiry into a social 
or human problem based on testing a theory composed of variables, measured with 
numbers, and analyzed with statistical procedures in order to determine whether the 
predictive generalization of the theory hold true. Quantitative research uses data that are 
structured in the form of numbers or that can be immediately transported into numbers 
(Hair et al., 2003). It is a very controlled, exact approach to research (Muijs, 2010). The 
assumptions underlying quantitative methods are that reality is objective and 
independent of the researcher and the researcher remains distant and independent of what 
is being researched. Further the values of the researcher do not interfere with the research 
(research is value-free). Primarily, research is founded on theories and deductive forms 
of logic and hypotheses which are tested in a cause-effect order. Kebumen (1999) found 
53 
 
University of Ghana  http://ugspace.ug.edu.gh
that, the main reason for conducting research is to empower the researcher to predict, 
explain, and understand some phenomenon after establishing generalizations that 
contribute to theory. 
3.3 Research Design 
A research design provides a framework for the collection and analysis of data. Research 
design constitutes the blueprint for the collection, measuring and analysis of data 
(Kothari, 2004). A choice of research design reflects decisions about the priority being 
given to the following; expressing causal connections between variables, generalizing to 
larger groups of individuals than those actually forming part of the investigation, 
understanding behaviour and meaning of that behaviour in its specific social context and 
having a temporal (i.e. over time) appreciation of social phenomena and their 
interconnections (Bell and Bryman, 2007).  
 
3.3.1 The Survey Method 
Connaway & Powell (2010) identified that survey is a group of research methods 
commonly used to determine the present status of a given phenomenon. The basic 
assumption of most survey research is that, by carefully following certain scientific 
procedures, one can make inferences about a large group of element by studying a 
relatively small number selected from the large group. The word ‗survey‘ literally means 
to look at or to see over or beyond or, in order words, to observe. A key strength, as 
indicated earlier, is that if properly done, it allows one to generalize from a smaller group 
to a larger group from which the subgroup has been selected. The use of survey research, 
as compared to other methods, does not give the researcher control over the research 
environment and does not allow the researcher to manipulate the independent variable, 
54 
 
University of Ghana  http://ugspace.ug.edu.gh
hence not considered capable of establishing causal relationship (Connaway & Powell, 
2010). 
 
3.4  Unit of analysis 
The researcher focused on the data collected from the Level 400 Distance Education 
(DE) students of the Accra Learning Center and the University Librarian as the unit of 
analysis to assess the accessibility of academic library services to distance learners, with 
specific reference to UGLS. 
 
3.5 Population of the Study 
A population is the total collection of elements or participants about which the researcher 
makes some inferences (Cooper & Schindler, 2003) and Bless and Higson-Smith (2000) 
also define a ―population as a complete set of events, people or things on which the focus 
of the research falls and in which the researcher has an interest about which the 
researcher wants to determine some characteristics‖.  
 
Thus, the study targets two groups of population. They are Level 400 distance learning 
students in the Accra Learning Center and the University Librarian as the population for 
this study. The population for the Distance Education (DE) students was 616. Table 1 
illustrates a tabular description of Level 400 of DE students from the Accra Learning 
Center. 
55 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 1: Level 400 of DE students’ distribution  
 Population by Gender      Sub-Total 
1 Male  332 
2 Female 284 
 Total 616 
Source: UG Accra Learning Center (2015) 
3.6 Sample size 
A sample according to Field (2005) refers to ―a smaller (but representative) collection of 
units from a population used to determine truths about that population‖. That is, a sample 
is a part of an entire population that possesses attitudes, opinions, habits, or 
characteristics that you wish to study. The appropriate sample size is influenced by your 
purpose in conducting the research. Fraenkel and Wallen (2000) explained that, any 
sample that has less than 20 to 30 individuals within it is too small since it constitutes a 
small percentage of population. However, Newman (2007) indicated that a sample size 
of 30% of a population is enough to obtain adequate confidence.Thus, for a population 
size of 616 units, a sample size of 185 Level 400 Distance Education students which 
constitutes 30% for this study was adequate. This sample size was enough to draw 
inferential conclusions, and as far as possible, represent the target population under 
scrutiny. Apart from the Level 400 distance learners, the University Librarian (1) was 
interviewed at his office in the Balme Library.  
 
3.7 Sampling Technique 
Sampling constitutes a key step in the research process in social survey research. Two 
sampling techniques employed in this study were the convenience and purposive 
sampling techniques. The convenience sampling, a non-random sampling technique was 
used for the study.  
56 
 
University of Ghana  http://ugspace.ug.edu.gh
3.7.1 Convenience Sampling 
The study adopted the convenience sampling technique to reach the sample of distance 
students. Convenience sampling is a non-probability sampling technique where subjects 
are selected because of their convenient accessibility and proximity to the researcher 
(Shuttleworth, 2009). Convenience sampling is useful when homogeneity and 
inaccessibility arises (Neuman, 2007). Criticism about convenience sampling is that the 
sampling is bias and that the sample is not representative of the entire population. This 
may be the biggest disadvantage when using the convenience sample as it leads to more 
problems and criticisms. Another significant criticism about using a convenience sample 
is the limitation in generalization and inference making about the entire population.  
 
Since the sample is not representative of the population, the results of the study could not 
speak for the entire population (Castilo, 2009). Distance learners are geographically 
isolated as well as have little or no access to library facilities as indicated in the problem 
statement. This characteristic and others makes the entire population homogenous 
relative to the study objectives. And for the reason that Level 400s are in a better position 
to give information regarding this study, it was considered that individuals selected to 
respond to the questionnaire gave information that was representative of the entire 
population. Therefore, this study ensured that only Level 400 students of distance 
education were carefully selected. More so, individuals from Level 100-300 in the 
distance education programme were excluded in the study. 
3.7.2  Purposive Sampling 
On the other hand, purposive sampling was used to select the University Librarian. This 
sampling technique was based on the judgment of the researcher regarding the 
57 
 
University of Ghana  http://ugspace.ug.edu.gh
characteristics of the sample. The sampling technique relied on the judgment of the 
researcher when it came to selecting the units (e.g., people, cases/organizations, events, 
pieces of data) that are to be studied (Lund Research, 2010).  
3.8 Instrumentation  
Instrumentation is the process of collecting data; it involves the selection or design and 
the administration of the instrument (Fraenkel and Wallen, 2009). This study adopted the 
use of both interview and questionnaire to collect data from respondents.   
3.8.1 Questionnaire 
Questionnaires are used to collect data from the distance learners of UG, Legon for the 
quantitative part of the study. Questionnaire is a document containing a number of 
questions to be investigated (Kumekpor, 2002). The choice of questionnaires included; 
usually less cost, ability to collect data over a wide geographical area within a short 
period of time. Additionally, (Neuman, 2007) explains that respondents do not spend too 
much time answering questionnaires as compared to the other forms and also allows 
respondents to remain anonymous. 
 
The instrument was self-administered. The questionnaire was divided into five sections. 
Section one examines the bio-data of participants, Section two elicited data from 
respondents on their level of awareness of the information resources, Section three 
examined the availability of library facilities, section four considers Adequacy of 
information needs and Section five covers the challenges faced by distance learners in 
accessing information at the University of Ghana Library System. 
 
 
58 
 
University of Ghana  http://ugspace.ug.edu.gh
3.8.2 Interview 
Interviews are one of the most important sources of information in research (Yin, 1994) 
that offers a researcher the opportunity to modify the line of enquiry, follow up on 
interesting responses and investigate underlying motives in a way that posted and self-
administered questionnaires could not, thereby enhancing the reliability of the data 
(Robson, 2002). In this study, interviewee was encouraged to speak openly, frankly and 
give as much detail as possible. More information and in greater depth could be obtained 
through interview.  Interviews also allowed flexibility as there was an opportunity to 
restructure questions (Kothari, 2004). Due to the nature of this study, unstructured or in-
depth interviews were employed to collect rich information from the University 
Librarian.  
 
The unstructured or in-depth interview schedule which was a set of questions 
administered through oral or verbal communication in a face-to-face relationship 
between a researcher and the respondents was used to gather qualitative information 
from the appropriate authority in Balme library. The interview allowed flexibility as 
there was an opportunity to restructure questions (Kothari, 2004). The method was 
efficient to the researcher and helped to get face to face account of the librarian‘s 
perspective on the subject matter. Unstructured interviews (sometimes referred to as 
"depth" or "in depth" interviews have very little structure at all. The interviewer 
conducted the interview with the aim of discussing in more details the major objectives 
in the study. 
3.9 Sources of Data 
Data was obtained from both primary and secondary sources for the research. The 
primary data consisted of data gathered from questionnaires administered to Level 400 
59 
 
University of Ghana  http://ugspace.ug.edu.gh
distance learning students in the Accra Learning Center and the University Librarian. 
The survey study used the questionnaire to gather relevant primary data for the study to 
give specific responses to research questions. 
 
The secondary sources of data for the study included research reports, annual reports, 
textbooks, statistical data and electronic resources from Emerald, SAGE publications, 
Science Direct and many more. These sources provided the researcher a sense of 
direction and information on what was to be done in relation to the accessibility of 
academic library services to distance learners, with specific reference to UGLS. 
 
3.10 Data Collection Procedure 
3.10.1 Questionnaire 
As indicated earlier data for the study were collected using questionnaire as the main 
instrument and this is administered by the researcher to the respondents, one person after 
another. About 20 minutes maximum time was given to respondents to complete the 
questionnaire. The respondents of the study were identified and questionnaires 
administered to them at their tutorial sessions at the Accra City campus. The process 
lasted for four weeks and where explanations and clarifications were needed, the 
researcher was quick to assist.  
3.10.2 Interview  
The interview was conducted in the interviewee‘s office by the use of both digital 
recorder and hand written method. The data was collected by the researcher during the 
month of March, 2015. During each interview, the interviewee was marked, recorded, 
and responses to the questions written down as the respondent answers each question 
60 
 
University of Ghana  http://ugspace.ug.edu.gh
face-to-face. The average interview duration was 20 to 30 minutes. The data collection 
exercise took two weeks. However, follow-ups were conducted to clarify vague 
responses and to be certain about responses that needed evidence. 
 
3.11 Validity and Reliability  
Research quality is normally determined by the validity and reliability of the 
methodology and data. Patton (2001) identifies that validity and reliability are the two 
main factors that any research should be concerned about while designing a study, 
analyzing results and judging the quality of data. 
 
3.11.1 Validity 
Validity is connected to the question: what we are supposed to measure? (Kinnear and 
Taylor, 1996). Simply, validity means that the researcher makes conclusions that are 
correct and true (McBurney and White, 2004). It is stated that validity in many ways 
should be viewed as the most important criterion when doing research (Bryman and Bell, 
2007). When performing experiments, it is of great importance that we can draw valid 
conclusions and also to make valid generalizations (Malhotra and Birks, 2007). Yin 
(2009) states that validity includes different tests that make it possible to judge the 
quality of a research design. These tests are; construct validity, internal validity, external 
validity and reliability. 
The researcher ensured the validity of the items in the questionnaire by pre-testing it on 
people with the same characteristics as the respondents to be used for the study. The 
tested questionnaire helps the researcher fine tune the items in the question to measure 
what it is intended. Additionally, the researcher avoids items which distract respondents 
61 
 
University of Ghana  http://ugspace.ug.edu.gh
from providing the appropriate response to the items. As much as possible the researcher 
avoids the use of leading questions which also distract the instrument from measuring 
what is intended (Ghauri and Grönhaug, 2005). 
3.11.2 Reliability 
Explained by Bryman and Bell (2007) reliability is connected to the research question 
and whether the results of the study are possible to repeat. Merriam (1998) supports this 
reasoning and underline that reliability concerns a study‘s replicability. As explained by 
Heiman (1999) a result or measurement of a study should be consistent without any 
measurement errors in order to be reliable. This means that if another person were to 
repeat your study, following the same procedures that you have accounted for, the 
researcher should end up with the same results and conclusions (Yin, 2009). The author 
strongly underlines that this concerns doing the same study, and not doing a similar study 
through another case. Further explained by Yin (2009), one should make it a habit to 
operationalize as many steps of the process as possible, where the study should be 
conducted as if you had someone behind you that always controlled your work and 
inspected what you are doing. 
 
Therefore, in order to make the study as reliable as possible, data collected is 
documented carefully and the same observational schedule is used throughout the study, 
giving the study a prerequisite to perform observations that are coherent, which could 
easily be done by other researchers if they used the same schedule for the same 
experiment in the same environment. Also, a standardized questionnaire with Likert 
scale is used for manipulation-checks. This provides other researchers a very good 
opportunity to perform this study and end up with the same results. Furthermore, both 
62 
 
University of Ghana  http://ugspace.ug.edu.gh
observations and manipulation check questions are performed in high numbers with the 
aim of making the result of the findings reliable.  
3.12 Pre-Testing 
Data collection begun with a pilot test during which the questionnaires were pre-tested.  
The pre-testing exercise was used to decide on the suitability of the data collection 
instruments.  The pretest study was conducted using 5 randomly selected Level 300 
Distance Education students of the Koforidua Learning Centre to determine whether 
questions in the questionnaires were clear enough to elicit the appropriate responses. It 
consisted of both close and open ended questions. This enabled the researcher to make 
necessary changes in the questionnaires.  It enabled the researcher know the right period 
for administering the questionnaires to students. 
3.13 Data Analysis and Interpretation of results 
Creswell (2013) stated that, data analysis requires that the researcher be comfortable with 
developing categories and making comparisons and contrasts. It also requires that the 
researcher be open to possibilities and see contrary or alternative explanations for the 
findings.  
 
For the quantitative part of the study, the analytical tool for this study was the Statistical 
Package for Social Science (SPSS) version 19.0. It is a common computer program that 
performs the statistical calculations and is widely used in data analysis (Gravetter & 
Forzano, 2006). After the field work, the quantitative data was coded, entered into SPSS 
package, and cleaned and verified. Frequencies and percentages were generated and 
presented in tables and charts. Pearson Chi-Square was also used to test the relationship 
63 
 
University of Ghana  http://ugspace.ug.edu.gh
between the availability of library services and programmes and remote access to library 
e-resources and other databases.   
3.13.1 Thematic Analysis 
Data gathered from the interview is analyzed using a thematic strategy. In thematic 
analysis the researcher makes notes and sorts them into various categories (Boyatzis, 
1998). It helps researchers to move their analysis from a broad reading of the data 
towards discovering patterns and developing themes. A theme represents a level of 
patterned response or meaning from the data that is related to the research questions at 
hand. Determining what can be considered a theme can be used with deciding 
prevalence. The study focuses on specific themes such as 
i. Are the information needs of distance learners adequately provided for? 
ii. Is the University Librarian aware of information needs of DE students and how 
does the library meet those needs?  
iii. What provision is being made for IT skills training and Information Literacy 
skills for DE students?  
iv. What programmes can be designed for DE students in order to meet their 
information needs? 
Interview data is translated, transcribed and carefully read over and over in order to take 
note of key views expressed by respondents and how they reflect on the key themes in 
the research questions.  The data is further categorized into patterns developed by the 
researcher based on the research questions. Further, the analysis is semantic, that is 
semantic themes attempt to identify the explicit and surface meanings of the data. The 
researcher does not look beyond what the participant said or wrote (Boyatzis, 1998). 
64 
 
University of Ghana  http://ugspace.ug.edu.gh
3.14 Ethical considerations 
In the data collection process, informed consent of the respondents was sought and 
respondents guaranteed beforehand the privacy of the information they provided. 
Anonymity of respondents was adhered to when storing and processing data. The 
researcher accordingly acknowledged all scholarly work and data consulted including 
books, journals, theses, and field data. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
65 
 
University of Ghana  http://ugspace.ug.edu.gh
References 
Babbie, E. R. (2005) ‗Research Methods for Social Work (5th ed.). Belmont, CA: 
Brooks/Cole 
Bell, E. & Bryman, A. (2007). The ethics of management research: An exploratory 
content analysis. British Journal of Management, 18(1), 63–77.  
Biga, C. F. & Neuman, W. L. (2006). Instructor’s Manual and Test Bank for Neuman, 
Social Research Methods, Qualitative and Quantitative Approaches. Pearson 
Allyn and Bacon. 
Bless, C. & Higson-Smith, C. (2000). Fundamentals of social research methods. An 
African perspective. 3rd ed. Cape Town: Juta.  
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code 
development. ThousandOaks, CA: Sage 
 
Bryman, A. & Bell, E. (2007). Business research strategies. In: Business Research 
Methods. New York. Oxford University Press. p 7-37. 
Castillo, J. J.  (2009) Stratified Sampling Method. Retrieved from Experiment Resources: 
Available at http://www.experiment-resources.com/stratified-sampling.html., 
Accessed on 12 Mar. 2012 
Collins, K. M. T., Onwuegbuzie, A. J. & Jiao, Q. G. (2006). Prevalence of Mixed-
methods Sampling Designs in Social Science Research. Evaluation & Research 
in Education, 19(2), 83–101. 
th
Connaway, L. S. and Powell, R. R. (2010)  Basic Research Methods  For Librarians (5  
Ed.), Libraries Unlimited: Oxford.  
Cooper, D. R. & Schindler, P. S. (2003). Business research methods. London: McGraw-
Hill/Irwin 
66 
 
University of Ghana  http://ugspace.ug.edu.gh
Corbin, J. and Strauss, A. (2008) Basics of Qualitative Research: Techniques and 
Procedures for Developing Grounded Theory, Los Angeles, London: Sage 
Publications 
Creswell, J. (2007). Qualitative Enquiry and Research Design: Choosing Among Five 
Approaches. London: SAGE Publications. 
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods 
approaches. Sage. 
Denzin, N. K. & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. 
London: Sage. 
Engström, A. & Salehi-Sangari, E. (2007). Assessment of Business-to-business (B2B) E-
marketplaces’ Performance. Industrial marketing & e-commerce research group, 
Luleå University of Technology. 
nd
Field, A. (2005). Discovering statistics using SPSS (2 ed.). London: Sage. 
Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in 
education. McGraw-Hill. 
Ghauri, P. N., Grønhaug, K. & Kritianslund, I. (2005). Research methods in business 
studies: A practical guide. Prentice Hall: Dorchester  
Gravetter, F. J. & Forzano, L. B. (2006).  Research methods for the behavioral sciences 
(2nd ed.). Belmont, CA:  Wadsworth. 
Hair, J. F., Celsi, M. W., Money, A. H., Samouel, P., & Page, M. J. (2003). Essentials of 
business research methods. ME Sharpe. 
Heather, P. & Stone, S. (1984) Questionnaires CRUS Guide 
67 
 
University of Ghana  http://ugspace.ug.edu.gh
Hussein, A. (2009). The use of Triangulation in Social Sciences Research: Can 
qualitative and quantitative methods be combined? Journal of Comparative Social 
Work (1) 
Kebumen, C. (1999). .Assumptions underlying quantitative methods. Retrieved February 
18, 2008 from www.socsci.uci.edu/ssarc/pcs/webdocs/F-Read ings/ 
Kothari, C. R. (2004). Research methodology: methods and techniques. New Age 
International. 
Kumekpor, T. K. B. (2002). Research methods and techniques of social research. Accra: 
SonLife Press & Services, 135 
Malhotra, N. & Birks, D (2007) Marketing research.  An applied  approach.  Prentice  
Hall: London. 
th
McBurney, D. H. & White, T. L. (2004). Research methods, 6  ed. Belmont, CA: Wads 
worth/Thomson. 
Merriam, S. (2009). Qualitative research: A guide to design and implementation. San 
Francisco, CA: Jossey-Bass. 
Muijs, D. (2010). Doing quantitative research in education with SPSS. London: Sage. 
Neuman, L. W. (2007). The Basics of Social Research: Qualitative and Quantitative 
nd
Approaches, (2 ed.). New York: Pearson Education Inc.  
Patton, MQ. (2001). Qualitative Research and EvaluationMethods (2nd Edition). 
Thousand oaks, CA: Sage Publications. 
Polit, D. F. & Beck, C. T. (2004). Nursing research: principles and practice. Wolters 
Kluwer health. 
Potter, J. (1996). Representing reality. Discourse, rhetoric and social construction. 
London: Sage. 
68 
 
University of Ghana  http://ugspace.ug.edu.gh
Robson, C. (2002). Real world research: A resource for social scientists and 
practitioner-researchers (2nd ed.), London: Blackwell Oxford. 
Saunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods for Business 
Students. Essex: Prentice Hall. 
Shuttleworth, Martyn (2009). ―What is sampling‖? Available at: http://www.experiment-
resources.com/what-is-sampling.html, retrieved on 12-03. 2015. 
Yin, R. K., 1994, Case study research: design and methods. 2nd edn., Sage Publishing, 
Beverly Hills, CA. 
 
 
 
 
 
 
 
69 
 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER FOUR 
PRESENTATION AND ANALYSIS OF FINDINGS 
4.0 Introduction 
This chapter presents the data analysis and findings of the study.  Data was collected 
from respondents who are Level 400 distance learning students in the Accra Learning 
Center through the administration of questionnaires.  The objectives of the study were:  
i. To evaluate the level of awareness of library services offered by the University of 
Ghana Library System to distance learners. 
ii. To investigate the library services and programmes offered to distance learners.  
iii. To discover the level of IT or computer knowledge in accessing the UGLS. 
iv. To ascertain if distance learners are capable of accessing the library e-resources 
and other databases (remote access). 
v. To ascertain whether the information needs of distance learners are adequately 
provided for. 
vi. To assess the challenges faced by the distance learners in accessing library 
services at the University of Ghana Library System.  
 
The data is presented using tables, pie chart, bar chart, mean, standard deviation and 
Pearson chi square.  In all 185 questionnaires were distributed out of which 138 were 
accurately filled and returned. The 138 responses are analyzed based on the research 
objectives and questions representing 75.0% response rate. Babbie (2005) points out that 
for a survey such as this study, a response rate of at least fifty percent (50%) is adequate 
for analysis and reporting. He further added that a response rate of sixty percent (60%) is 
70 
 
University of Ghana  http://ugspace.ug.edu.gh
good while that of seventy percent (70%) is very good. Therefore, a response rate of 
75.0% raises no question for the analysis.  
4.1 Biographical Information of respondents  
To understand the position of respondents, some information was collected with regard 
to the profile of respondents.   
The researcher gathered information on the gender of respondents. Figure 4.1 shows the 
results obtained. 
 
Figure 4.1: Gender of respondents 
 
Source: Field data, June, 2015. 
 
The study gathered data with regards to the gender of the respondents. From figure 41, 
out of 138 respondents, the females constituted (57.0%) while males constituted (43.0%), 
indicating that the females outnumbered the males in this study.  
Also, the researcher gathered information in relation to the age range of the respondents. 
Figure 4.2 captures the results obtained. 
71 
 
University of Ghana  http://ugspace.ug.edu.gh
Figure 4.2: Age of respondents 
 
Source: Field data, June, 2015. 
The results obtained indicated that out of the total participants, more than half of 
respondents (55.1%) were within the age group of 15 to 24 years while a few of them, 
(3.6%) were 44 years and above. In conclusion, it can be said that majority of the 
respondents were within the ages of 15 - 24 years. 
 
4.2 Awareness and Availability of library services and programmes 
The researcher gathered information from respondents regarding the awareness and 
availability of library services and programmes from the University of Ghana Library 
System to distance learners better still, in the Institute of Continuing and Distance 
Education (UG, Legon). Table 4.1 shows the results.  
 
72 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 4.1: Awareness and Availability of library services and programmes 
Responses  Awareness of Availability of 
library services  library services and 
programmes 
Yes 58 (42.0%) 20 (14.5%) 
No 63 (45.7%) 69 (50.0%) 
Not sure 17 (12.3%) 49 (35.5%) 
Total 138 (100.0%) 138 (100.0%) 
Source: Field data, June, 2015. 
 
Results from Table 1 show that about half of the respondents 63 (45.7%) and 69 
(50.0%), indicated ―No‖ to the awareness and availability of library services and 
programmes in the Institute of Continuing and Distance Education (UG, Legon) 
respectively. However, the least of them 17 (12.3%), were not sure about the awareness 
these library services while 20 (14.5%) stated that these library services and programmes 
were available in the institute. This is a clear indication that a greater proportion of the 
respondents were not aware of the library services and programmes because they were 
not available from the University of Ghana Library System to distance learners. 
 
Also, information was gathered by the researcher in relation to the extent of availability 
of library services and programmes in the Institute of Continuing and Distance Education 
(Table 4.2). 
 
 
 
73 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 4.2: Extent of availability of library services and programmes 
Responses  Frequency Percent 
Not available 57 41.3 
Inadequate  54 39.1 
Neutral /not sure 22 15.9 
Available 4 2.9 
Highly available 1 .7 
Total 138 100.0 
Source: Field data, June, 2015. 
 
According to the results in the table above, less than half of the respondents 57 (41.3%) 
indicated that library services and programmes were not available in the Institute of 
Continuing and Distance Education while a few of them 1 (0.7%) stated otherwise thus, 
highly available. On this note, it appears that library services and programmes were 
inadequate in the Institute of Continuing and Distance Education according to 
respondents.  
4.2.1 Level of computer knowledge  
It was a major objective of this study assesses the extent of computer knowledge. 
Consequently, the researcher inquired from respondents about their source of acquisition 
of computer literacy or training, level of IT or computer knowledge and their effect on 
their access to University of Ghana library services (UGLS). The results have been 
displayed in Tables 4.3.  
 
 
 
74 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 4.3: Source of acquisition of computer literacy or training 
Responses  Frequency Percent 
University's effort 14 10.1 
Personal effort 94 68.1 
Outside the University 23 16.7 
Others 7 5.1 
Total 138 100.0 
Source: Field data, June, 2015. 
With regards to the source of acquisition of computer literacy or training, the results in 
Table 4.3 showed that a greater number of the respondents 94 (68.1%), acquired their IT 
training through personal effort other than the University‘s effort, outside the University 
or other means. However, a few of them 7 (5.1%) gained their computer literary or 
training through other means. It can therefore be inferred from the results that most of 
the subjects acquired their IT training through personal effort. 
Table 4.4 shows the level of respondents‘ IT or computer knowledge in accessing 
University of Ghana library services (UGLS). 
Table 4.4: Level of IT or computer knowledge 
Responses  Frequency Percent 
Novice 21 15.2 
Intermediate 100 72.5 
Advance 17 12.3 
Total 138 100.0 
Source: Field data, June, 2015. 
75 
 
University of Ghana  http://ugspace.ug.edu.gh
According to the results in the table above, out of 138 respondent, more than half of 
them 100 (72.5%), were at the intermediate level while a few of them17 (12.3%), were at 
the advanced stage. This shows clearly that most of the respondents were at the 
intermediate level thus, well versed in IT or computer knowledge and therefore a start 
point to access the UGLS very well or a requirement for using electronic resources. 
 
Using the scale Very Poor, Poor, Fair, Good and Very Good, the effect of the level of 
computer literacy of respondents was assessed (Table 4.5). 
Table 4.5: Effect of computer literacy on library service access 
Responses  Frequency Percent 
Fair 52 37.7 
Good 58 42.0 
Very Good 28 20.3 
Total 138 100.0 
Source: Field data, June, 2015. 
 
Results from Table 5 shows clearly that less than half of the respondents 58 (42.0%), 
indicated that effect of level of computer literacy on accessing library services was good. 
On the contrary, 52 (37.7%) of the respondents indicated fair for the effect of computer 
literacy on accessing library services. 
 
76 
 
University of Ghana  http://ugspace.ug.edu.gh
4.2.2 Remote access to library e-resources and other databases  
It was the objective of the study to find out whether users access the e-resources and 
other databases for their academic work. Information was also collected regarding 
respondents‘ remote access to the library e-resources and other databases as well as their 
main point of access.  Tables 4.6 and 4.7 show the results.  
Table 4.6: Remote access to library e-resources and other databases 
Responses  Frequency Percent 
Yes 21 15.2 
No 113 81.9 
Don't know 4 2.9 
Total 138 100.0 
Source: Field data, June, 2015. 
According to the results, 113 (81.9%) out 138 respondents made it clear that they do not 
have remote access to library electronic resources and other databases as distance 
learners while 21 (15.2%) did, with 4 (2.9%) having no idea whatsoever. In this sense, it 
can be concluded that most of the respondents had no remote access to library electronic 
resources and other databases. 
 
However, the researcher gathered information from respondents concerning the main 
access point of library electronic resources and other databases (Table 4.7). 
 
 
 
 
 
77 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 4.7: Main point of access of library e-resources and other databases 
Responses  Frequency Percent 
Office 18 13.0 
Accra Learning Center - 40 29.0 
computer laboratory 
Home 66 47.8 
Others 14 10.1 
Total 138 100.0 
Source: Field data, June, 2015. 
With reference to the results in the table above, majority of the respondents 66 (47.8%), 
indicated their various homes as their main access point as against the office, Accra 
Learning Center computer laboratory and other access points. Nonetheless, a few of 
them 14 (10.1%) indicated other access points than those mentioned above. It can be 
inferred from the results that a greater number of the respondents accessed library e-
resources and other databases from home. 
 
 
The researcher wanted to identify the relationship between the availability of library 
services and the ability of students to access these library e-resources and other 
databases.   Pearson Chi-Square was used to test the relationship between the availability 
of library services and programmes and remote access to library e-resources and other 
databases. The results are presented in Table 4.8 below.  
 
78 
 
University of Ghana  http://ugspace.ug.edu.gh
Table 4.8: Library services and programmes * Access to library e-resources and 
other databases 
 Remote access to library e-resources Total 
and other databases 
Yes No Don't know 
Availability of Yes 4 16 0 20 
library services and 
No 9 59 1 69 
programmes  
Not 8 38 3 49 
sure 
Total 21 113 4 138 
Source: Field data, June, 2015. 
 
2 =
X  3.623a, df = 4, p = 0.459 
The Chi-square value for the availability of library services and programmes and remote 
access to library e-resources and other databases is X² (4) = 3.623a with an associated p-
value of 0.459. The result provides no evidence of association between the availability of 
library services and programmes and remote access to library e-resources and other 
databases. It is thus evident in the table above that, respondents did not have remote 
access to the library e-resources and other databases because library services and 
programmes were not available. Thus, there is no relationship or association between 
these two variables which are the availability of library services and programmes and 
remote access to library e-resources and other databases. 
 
4.3 Provision of information needs  
In order to identify the various library resources available to students, it was a need to 
ascertain the information needs of students. The respondents were required to use a 5-
79 
 
University of Ghana  http://ugspace.ug.edu.gh
point Likert scale anchored on Strongly Disagree (1), Disagree (2), Neither Agree nor 
Disagree (3), Agree (4) and Strongly Agree (5) to measure the provision of information 
needs to distance learners. The means and standard Deviations are presented in Table 4.9 
below.  
Table 4.9: Provision of information needs 
Questionnaire item Mean Standard Rank 
Deviation 
Social media (networking) services - an online 2.3261 1.29097 7 
service, platform,  or site used to communicate with 
library users (Facebook, twitter) 
Virtual reference services - using request forms to 2.5435 1.29637 5 
make research queries either in print or electronic 
from the UGLS 
Access to online or computerized system (OPAC) to 3.2971 1.37448 1 
assist students access library collections  
Consultation services through email, toll-free 2.9420 1.55563 3 
telephone services..... 
Access to inter-library loan services such texts 2.5145 1.41543 6 
supplementary reading and reference services 
Online user education services - Library orientation 2.7029 1.32030 4 
programme available through e-mail, Weblog, e-
bulletin boards, e-lectures, e-seminars e-workshops, 
etc. 
Document delivery service (DDS) - ICT - based 2.9710 1.47456 2 
document delivery of documents in digitalized format 
through the electronic mail. 
Source: Field data, June, 2015. 
It could be concluded from the value of means generated that, ‗Access to online or 
computerized system (OPAC) to assist students access library collections‘ scored the 
highest mean of (3.29) per respondent among other factors. However, the statement 
‗Social media (networking) services - an online service, platform, or site used to 
communicate with library users (Facebook, twitter)‘ was rated the lowest with a mean 
80 
 
University of Ghana  http://ugspace.ug.edu.gh
score of 2.32. Thus, respondents did not strongly agree to the provision of their 
information needs through social media services.   
To better provide satisfactory library services, distance learners gave their opinions on  
adequacy of UGLS to provide information needs. Respondents were required to assess 
the adequacy in the provision of their information needs (Table 4.10). 
Table 4.10: Adequate provision of information needs 
Responses  Frequency Percent 
Absolutely no 42 30.4 
Mostly no 57 41.3 
Neither yes nor no 15 10.9 
Mostly yes 22 15.9 
Absolutely yes 2 1.4 
Total 138 100.0 
Source: Field data, June, 2015. 
Results in Table 4.10 show that the information needs of respondents were mostly not 
provided for adequately according to 57 (41.3%) of them. On the contrary, the least of 
them 2 (1.4%), indicated that their information needs were absolutely provided for 
adequately. This is a clear indication that the information needs of respondents were 
mostly not provided for adequately as evident in the results for the category of 
respondents for Absolutely no (30.4%) and mostly no (41.3%).  
 
4.3.1 Challenges of Accessibility of academic library services  
It was the objective of the study to explore the challenges faced by the distance learners 
in accessing library services. Different responses emerged in this section.  
81 
 
University of Ghana  http://ugspace.ug.edu.gh
The respondents were required to use a 5-point Likert scale anchored on Strongly 
Disagree (1), Disagree (2), Neither Agree nor Disagree (3), Agree (4) and Strongly 
Agree (5) to measure the challenges faced by the distance learners in accessing library 
services at the University of Ghana Library System. The means and standard Deviations 
are presented in Table 4.11 below.  
 
Table 4.11: Challenges of Accessibility of academic library services 
Questionnaire item Mean Standard. Rank  
Deviation 
Geographical isolation 3.1957 1.49870 5 
Internet connectivity  3.1667 1.28769 6 
Library and Computer Training  3.5652 1.10047 1 
IT tools such as computer, 3.4565 1.38880 2 
IPads, Tablets … 
Obtaining study materials 3.3261 1.32996 3 
Borrowing library books 3.1449 1.43751 7 
Inability to interact with library 3.2061 1.35713 4 
staff 
Source: Field data, June, 2015. 
It could be concluded from the value of means generated that, ‗Library and Computer 
Training‘ scored the highest mean of (3.56) per respondent as against other factors. On 
the contrary, the statement ‗Borrowing library books‘ was rated lowest with a mean 
score of 3.14. Thus, respondents strongly agreed that borrowing library books was a 
challenge faced by the distance learners in accessing library services at the University 
of Ghana Library System.   
82 
 
University of Ghana  http://ugspace.ug.edu.gh
4.4 Responses from Interview with University Librarian 
For the purpose of responding to the objectives of this study, the University Librarian 
was interviewed to help answer the research questions, in relation to the accessibility of 
Academic Library Services to Distance Learners.    
4.4.1 Library services and programmes accessible to distance learners 
According to the ACRL (2008) Board of Directors, every student, faculty member, 
administrator, staff member, or any other member of an institution of higher education, is 
entitled to the library services and resources of that institution, including direct 
communication with the appropriate library personnel, regardless of where enrolled or 
located in affiliation with the institution. Academic libraries which include that of the 
University of Ghana must, therefore, meet the information and research needs of all these 
constituents, wherever they may be. This principle of access entitlement, as applied to 
individuals at a distance, is the undergirding and uncompromising conviction of the 
Standards for Distance Learning Library Services. 
Moreover, access to appropriate library services and resources is essential for the 
attainment of superior academic skills, regardless of where students, faculty, staff, and 
programs are located. This means that members of the distance learning community, 
including those with disabilities, must therefore be provided effective and appropriate 
library services and resources, which may differ from, but must be equivalent to those 
provided for students and faculty in traditional campus settings. 
Therefore, with respect to the accessibility of library services and programmes to 
distance learners, University Librarian indicated that,  
83 
 
University of Ghana  http://ugspace.ug.edu.gh
‘The library services and programmes accessible to students include Online 
Catalogue, e-resources and Library space‘ (University Librarian) 
However, the University Librarian was quick to add that not all the library services were 
accessible to distance learners specifically, 
‗There are no Library Services such as borrowing, and night sections to the 
distance learners. They do not have borrowing rights. Moreover, they are not 
registered as Library users and therefore could not access the Library’s 
resources. However, the Library space is made available to them. The open 
collections are also accessible to the DE students. That notwithstanding, closed 
collections such as Africana Reserved, Research Commons, Knowledge 
Commons, Student Reference Reserved among others are not accessible to the 
distance level.‘ (University Librarian) 
That notwithstanding, the University Librarian stated that, 
‗Orientations are not organized for distance learners adding that they can 
however use the library space with reference services. Furthermore, they have 
access to the 24hr reading room but not the closed collections.‘ 
4.4.2 Awareness of library services in University of Ghana Library System 
It is very important to note that before distance can access the library resources and 
programmes of the University of Ghana Library System, awareness must be created. In 
other words, students must be aware of these resources in order to access them. 
Therefore, in relation to the awareness of library services to distance learners, the 
University Librarian made it clear that: 
84 
 
University of Ghana  http://ugspace.ug.edu.gh
 ‘The distance learners have very little or no awareness of Library Services because 
they are not given any user orientation (education) when they report to school as 
fresh students.’ 
However, the University of Ghana Librarian indicated that 
 ‗...I am not too sure. Besides, they are not frequently seen in the Library and only a 
few access the 24 hour reading room‘ (University Librarian). 
4.4.3 Accessibility of library e-resources and other databases 
Distance learners just like regular students are equally entitled to access the e-resources 
and other databases of the University of Ghana Library System. The researcher posed a 
question in relation to the research objective above and University Librarian affirmed 
that, 
‘It should be possible since the distance learners are students of University of 
Ghana, Legon’  
Furthermore, equitable distance learning library services are often more personalized 
than might be expected on campus, because students and faculty in distance learning 
programs seldom have direct access to a full range of library services and 
materials. However, according to the University of Ghana Librarian, the situation is not 
so in the University of Ghana adding that, 
‗The distance students could not access library e-resources and other databases 
because of lack of the user education.’ 
85 
 
University of Ghana  http://ugspace.ug.edu.gh
4.4.4  Information needs of distance learners  
The University of Ghana is responsible for ensuring that information needs of distance 
learners are adequately provided for. ACRL (2008) Board of Directors reiterates that, 
this must include the provision of convenient, direct access to library materials in 
appropriate formats that are of sufficient quality, depth, number, scope, and currency to 
meet students‘ needs in fulfilling course assignments thereby; enriching their academic 
programs while meeting their teaching and research needs to facilitate their acquisition 
of lifelong learning skills. Therefore with regards to the adequate provision of 
information needs of distance learners, the University of Ghana Librarian stated 
accordingly; 
‗No, not adequately provided for’ …‘None of the issues of distance learners has 
ever been raised at any of our meetings or forums therefore, we are not too sure. 
Moreover, they are like a forgone species…’ 
4.6 Challenges facing distance learners in accessing library services  
Regardless of the technological developments rendering location less relevant than in the 
past, distance learning students still face distinct and different challenges involving 
access to library e-resource and programmes. These include internet connectivity, 
geographical location, library and computer training, borrowing of library books and 
inability to interact with library staff.  
Nevertheless, the University Librarian reiterated that; 
 ‘In-ability to borrow from the system owing to the fact that the Balme Library no 
longer opens on Sundays and this is likely to affect those who live and work 
outside Greater Accra who only come around on weekends. Moreover, they lack 
proper orientation and this could affect their literacy skills.’  
86 
 
University of Ghana  http://ugspace.ug.edu.gh
Nevertheless, the University Librarian added  
‘Unfamiliarity of Library’s Setting (layout) owing to the absence of instructions 
or Library guide. That notwithstanding, distance learners have a feeling of not 
being welcomed (the feeling of belongingness). Distance learners are not aware 
of the library resources and services and find the library intimidating and 
overwhelming. Therefore, some find difficulties in the usage of the library. 
Meanwhile, others make a self-inflicted challenge (not making the effort to 
study).’ 
In the light of these challenges, it will be very necessary for the University of Ghana to 
make available the provision of special funding arrangements, specialized staffing, 
proactive planning, and promotion to deliver equivalent library services and to achieve 
equivalent results in teaching and learning, and generally to maintain quality in distance 
learning programs.  
4.7 Discussion of Findings 
This study investigates the accessibility of academic library services to distance learners, 
with specific reference to UGLS.  Some findings were made and are discussed in this 
chapter. A lot of issues emerged from the analysis of the questionnaires and interviews 
administered to the distance learners and the University Librarian. The discussion of 
findings was based on the objectives of the study. These were evaluating the level of 
awareness of library services offered by UGLS to distance learners, finding out the level 
of computer knowledge in accessing the library services, ascertaining if distance learners 
were capable of accessing the library e-resources and other databases (remote access), 
ascertaining whether the information needs of distance learners are adequately provided 
87 
 
University of Ghana  http://ugspace.ug.edu.gh
for and finally examining the challenges facing the distance learners in accessing library 
services.  
4.7.2 Level of awareness of library services 
The survey uncovered that (45.7%) of distance learners indicated that they were not 
aware of the library services available in the UGLS. This indeed is not impressive on the 
part of the University if the conceptual framework adopted for this study (the Standards 
for Distance Learning Library Service developed by Association of College and 
Research Library (ACRL), 2008) which is ―students should be able to have the right to 
use resources and services of the library irrespective of their location‖ is upheld.  A 
similar study by, Al, Soydal & Tonta (2010) found out that the low usage of electronic 
books by distance students of Finland was because most students are unaware of this 
easily accessible option. Using the descriptive survey approach, students who used 
electronic books preferred the personalized research experience with the convenience of 
remote access, contextual search capabilities, personal bookshelves, annotation tools, 
automatic citations, mobile options and over 459,000 titles accessible through ebrary, an 
online digital library. An instructional module designed specifically for ebrary and 
aggressively promoted, would increase students‘ awareness, teach them relevant skills, 
encourage proactive research, and bridge distance gaps (Al, Soydal, & Tonta, 2010). 
 
In support of the above findings, previous study (Liu and Yang, 2004) indicated distance 
students were underutilizing library resources. Liu and Yang (2004) sought to better 
understand students‘ decisions in selecting and using information resources. They 
surveyed 290 randomly selected distance students at Texas A&M University. Of the 164 
who responded, 49.7% indicated they used the Internet as their primary information 
source for their coursework and academic activities, while 28.8% selected the university 
88 
 
University of Ghana  http://ugspace.ug.edu.gh
libraries. Online databases and e-journals were reported as the most frequently used 
resources, but 49% of respondents reported rarely or never using the libraries. More 
students reported the desire to ―get materials I want fast‖ was ―very important‖ compared 
to any other reason for selecting their primary information source (Liu & Yang, 2004, p. 
26). 
 
Veal (2002),  supported the findings in this study by indicating that  distance learners  
reported  challenges accessing library resources and instruction, but the issue of ―library 
anxiety‖  among this population was not widely researched according to Veal (2002), 
who administered  Bostick‘s Library Anxiety Scale and a general survey to off-campus 
graduate students (n=143) at  a small Catholic university. This group, most of whom 
were 30 years old or older, reported average to low library anxiety. Males reported 
slightly higher levels of library anxiety, and there was an inverse relationship between 
age and library anxiety. No significant relationships were found between library anxiety 
and students‘ perceptions of resource availability, nor their distance from an academic 
library. 
 
Students must be made aware of these support services if they are to fully benefit from 
them (Long, 2009), because there is a real difference between accessibility and 
availability (Holloway, 2008: 289). Similarly, librarians should encourage DLs to request 
resources early, leaving plenty of time before assignments are due, to prevent them 
arriving too late to be useful (Long, 2009). 
89 
 
University of Ghana  http://ugspace.ug.edu.gh
4.7.3 Level of computer knowledge 
With regards to Knowledge in IT (68.1%), acquired IT training through personal effort 
other than the University‘s effort, outside the University or other means.  In addition, 
(72.5%), were at the intermediate level showing clearly that most respondents were at 
start point to accessing the electronic resources or databases.  
 
A study by Owusu-Ansah (2010) corroborated the findings in this present study. In his 
study, distance learners gave their view on knowledge on ICT. The majority 76 (80%) 
indicated that they were knowledgeable on the use of computer but 19 (20%) indicated 
that they had no knowledge whatsoever on computer as an ICT facility. 
 
Supporting the assertion in this study, Hensley & Miller (2010) reported that it is 
important that distance learners are able to access institution library resources in a timely 
and convenient way. Benefits of the ubiquitous use of technology have been recognised 
by academic librarians, both in the provision of services and accessing resources, with 
movement away from print collections towards increased provision of remote access to 
e-resources within virtual libraries. This has been enabled by the existence of seamless 
and improved functionality of interfaces, such as new resource discovery software 
(Bower & Mee, 2010). This benefits all users, but in particular distance learners who 
need to access library resources from home or work (Hensley & Miller, 2010).  
 
4.7.3 Accessing the library e-resources and other databases 
Students‘ use of academic libraries is extensively researched and discussed in 
professional literature. In recent years, the focus has shifted to studying the effects of the 
rapidly changing electronic environment on libraries‘ relevance in higher learning 
settings (Hines, 2008). In this study, majority (81.9%) distance learners had no remote 
90 
 
University of Ghana  http://ugspace.ug.edu.gh
access to library electronic resources and other databases. However, among those who 
accessed library e-resources and other databases, they accessed library e-resources and 
other databases from home and not Accra Learning Center - computer laboratory.  
 
To address the problem of inaccessibility of the e-resources, some studies (Secker, 2008; 
Virkus, 2008)  have identified that central to meeting DLs expectations is facilitating the 
finding of, and timely access to a broad range of relevant information (Heaps, 2001; 
Secker, 2008), together with information enquiry support and instruction.  According to 
these studies, an active role in teaching information seeking and retrieval strategies is 
essential, enabling distance learners to successfully search complex and multiple 
information systems (Virkus, 2008). DLs should be taught how to use the library in an 
independent and effective manner, in a way that meets their specific needs, so they can 
overcome complexities rather than having them removed for them (Kramer, 2010). This 
is important for novice users (Gruca, 2010), and should be done using different formats 
and channels (Henning, 2010), for example using virtual tours and streaming video to 
inform users of physical library resources (Draper & Turnage, 2007). Against this 
backdrop, Dadzie (2009) highlighted the need for interoperability of e-library services 
within the e-learning platform. Her data suggested that infrastructure, technology and 
training should be considered by the university administrators to increase the rate of 
adoption of e-learning within the community.  
 
 
91 
 
University of Ghana  http://ugspace.ug.edu.gh
References  
ACRL (2008). Standards for distance learning library services. Available at     
http://www.ala.org/acrl/standards/guidelinesdistancelearning accessed on 
22/01/15 
rd
Babbie, E. (2005). The basics of social research. 3  ed. Thomson: Wadsworth.  
Bower, S. & Mee, S. (2010). Virtual delivery of e-resources and services to off-campus 
users: a multi-faceted approach. Journal of Library Administration, 50 (5/6), 
468-483 
Dadzie P. S. (2009). E-Learning and E Library Services at the University of Ghana: 
prospects and challenges. Information Development, 25 (3) 207-217 
Draper,L. & Turnage,M. (2007). Utilizing technology. In: Clayton,S. (ed.), Going the 
distance: library instruction for remote learners,  Facet: London, 83 – 92. 
Gruca, A. (2010) E-Learning in Academic Libraries, New Review of Information 
Networking, 15 (1), 16 — 28 
Heaps, E. (2001). SCONUL Task Force on Access for DL - Distance learners: 
information resource issues for policymakers. SCONUL: London 
Hemmig, W. & Montet, M. (2010). The just for me‗ virtual library: enhancing an 
embedded eBrarian‗ program. Journal of Library Administration, 50 (5/6), 657-
669.  
Henning, J. (2010). Management of open distance libraries with reference to learner 
support, Library Management, 31(6), 440 – 450 
Hensley, M. & Miller, R. (2010). Listening from a distance: a survey of University of 
Illinois distance learners and its implication from meaningful instruction. Journal 
of Library Administration. 50(5/6) 
92 
 
University of Ghana  http://ugspace.ug.edu.gh
Hines, S. S. (2008). How it‘s done: Examining distance education library instruction and  
assessment. Journal of Library Administration, 48(3/4), 467–478 
Holloway, K. (2008). ILLiad, document delivery, and the distance student: How 
document delivery can enhance support for distance library users‖ . Journal of 
Library Administration, 48 (3), 479-493 
Kramer, 2010). Kramer,S. (2010). Virtual libraries in Online learning. In  Rudestam,K. 
& Schoenholtz-Read, J. (ed.) Handbook of Online Learning. London: Sage 
Liu, Z., & Yang, Z. Y. (2004). Factors influencing distance-education graduate students‘ 
use of  information sources: A user study. Journal of Academic Librarianship, 
30(1), 24–35 
Long, D. (2009). Going the extra mile: designing a delivery service for remote 
borrowers. Journal of library and information services in distance learning, 3 
(3/4), 182-191 
Owusu-Ansah, S. (2010) Impact of ICT on DE: A case of Level 300 students 
(Dissertation submitted to Department of Information Studies) 
Secker,J. (2008). The adventures of LASSIE: libraries social software & distance 
learners. Serials, 21(2)  
Veal, R. (2002). Accessible Accessibility, in Proceedings of ACM  Conference on 
Universal Usability, pp. 96-101, ACM. 
Virkus, S. (2008). Developments of information-related competencies in European and 
distance learner institutions: selected findings. In Brody, P et al. (ed.).  Libraries 
without walls 7: exploring „anytime‟  „anywhere‟  delivery of library services. 
London: Facet 
 
93 
 
University of Ghana  http://ugspace.ug.edu.gh
CHAPTER FIVE 
SUMMARY, CONCLUSION AND RECOMMENDATIONS 
5.0 Introduction  
In this chapter, an attempt was made to summarize the study and conclusions drawn in 
the findings.  Below is the summary of findings.   
5.1 Summary of findings 
The study sought to investigate the accessibility of Academic Library Services to 
Distance Learners; a case study of University of Ghana Library System (UGLS). The 
specific objectives included the following:  
i. To assess the level of awareness of library services available from the University 
of Ghana Library System to distance learners. 
ii. To investigate the library services and programmes available to distance learners.  
iii. To find out the level of IT or computer knowledge in accessing the UGLS. 
iv. To ascertain if distance learners can access the library e-resources and other 
databases (remote access). 
v. To ascertain whether the information needs of distance learners are adequately 
provided for. 
vi. To assess the challenges faced by the distance learners in accessing library 
services at the University of Ghana Library System.  
In order to address the objectives properly, the following research questions were 
answered by adopting a survey methodology for the study which involved self-
administered questionnaires to solicit data from 138 respondents. The Statistical Package 
for Social Science (SPSS) was then used to analyze the completed questionnaire. The 
94 
 
University of Ghana  http://ugspace.ug.edu.gh
questionnaire gave each respondent the opportunity to investigate the accessibility of 
Academic Library Services to Distance Learners. More so, the University Librarian was 
interviewed on issues regarding level of awareness of library services, the library 
services and programmes available, level of accessibility of library e-resources and other 
databases and challenges facing the distance learners in accessing library services at the 
University of Ghana Library System. 
5.1.1 Profile of respondents  
The study revealed that out of a total of 138 respondents, the females constituting 
(57.0%) outnumbered the males (43.0%).  Also, majority of respondents (55.1%) were 
within the age group of 15 to 24 years.  
5.1.2 Level of awareness of library services available  
The findings revealed that 63 (45.7%) of respondents indicated that they were not aware 
of the library services available from the University of Ghana to distance learners whiles 
17 (12.3%), were aware about the availability of these library services. 
5.1.3 Assessing the library services and programmes available to distance learners 
From the results of the findings, 69 (50.0%) of respondents indicated that the library 
services and programmes of the University of Ghana were not available to distance 
learners whiles 20 (14.5%) stated otherwise. On the whole, 57 (41.3%) indicated that 
library services and programmes were not available in the Institute of Continuing and 
Distance Education. 
 
95 
 
University of Ghana  http://ugspace.ug.edu.gh
5.1.4 Assessing the level of IT or computer knowledge in accessing the UGLS 
According to the findings, a greater number of the subjects 94 (68.1%), acquired their IT 
training through personal effort other than the University‘s effort, outside the University 
or other means. Moreover, more than half of them 100 (72.5%), were at the intermediate 
level while a few of them 17 (12.3%), were advanced. This showed clearly that most of 
the respondents were skilled in computer usage level thus, well versed in IT or computer 
knowledge and therefore could access the UGLS very well. Nonetheless, most of the 
respondents were not using their IT skills to access the library services within the UGLS.  
5.1.5 Assessing the remote access of library e-resources and other databases  
The findings showed clearly that most of the respondents 113 (81.9%), had no remote 
access to library electronic resources and other databases. However, among those who 
used library e-resources and other databases, they accessed library e-resources and other 
databases from home and not Accra Learning Center - computer laboratory.  
 
In view of this, Pearson Chi-Square was used to test the relationship between the 
availability of library services and programmes and remote access to library e-resources 
and other databases. The findings revealed that the Chi-square value for the availability 
of library services and programmes and remote access to library e-resources and other 
databases was X² (4) = 3.623a with an associated p-value of 0.459. The result provided 
no evidence of association between the availability of library services and programmes 
and remote access to library e-resources and other databases. It was thus evident in the 
table above that, respondents did not have remote access to the library e-resources and 
other databases because library services and programmes were not available. Thus, there 
was no relationship or association between those two variables which were the 
96 
 
University of Ghana  http://ugspace.ug.edu.gh
availability of library services and programmes and remote access to library e-resources 
and other databases. 
5.1.6 Assessing the adequate provision of information needs of distance learners  
It is concluded from the value of means generated that, ‗Access to online or 
computerized system (OPAC) to assist students access library collections‘ scored the 
highest mean of (3.29) per respondent among other factors. However, the statement 
‗Social media (networking) services - an online service, platform, or site used to 
communicate with library users (Facebook, twitter)‘ was rated the lowest with a mean 
score of 2.32. Thus, respondents did not strongly agree to the provision of their 
information needs through social media services.   
Furthermore, there was a clear indication that the information needs of respondents were 
mostly not provided for adequately according to 57 (41.3%) of respondents.  
5.1.7 Assessing the challenges faced by distance learners in accessing library 
services at the University of Ghana Library System 
Lastly, it was found out that, ‗Library and Computer Training‘ is the major challenge 
facing distance learners. On the contrary, ‗Borrowing library books‘ was not identified 
as a major challenge. Thus, respondents strongly agreed that borrowing library books 
was a challenge faced by the distance learners in accessing library services at the 
University of Ghana Library System.   
 
 
 
97 
 
University of Ghana  http://ugspace.ug.edu.gh
5.2 Conclusion  
Watson (2003) reports that, ―DE has revolutionized and democratized the delivery and 
accessibility of education and has also changed how critical support services, such as 
library and information service, are provided‖. Indeed the present situation poses an 
implication for libraries, librarians and the university management as a whole. For 
instance, to academic institutions, library and information services must be accessible to 
DE students, since this helps in bringing out quality students. Therefore there is the need 
to also put in place learning support services to aid significantly the educational 
curricula. 
 
However, it is clear that lack of library orientation organized by the University of Ghana 
Library System for distance learners affected the use of its library services.  There 
appears to be little collaboration between the UGLS and the Institute of Distance 
Learning and Continuing Education as confirmed by the Coordinator of the Institute.  
The effect of this is that distance learners who enroll on the program may graduate from 
the UG, Legon without tapping into the library resources. Especially when the UGLS has 
progressed into an online mode, distance learners who have little or no computer skills in 
accessing library resources would face much difficulty.  
 
Moreover, geographical isolation has been identified as one of the major problems for 
distance students (Garten and Williams, 2006). In addition to the practical challenges of 
contacting academic and administrative staff, obtaining study materials and borrowing 
library books, distance students suffer from the disadvantage of being unable to interact 
with library staff/personnel. This may lead to feelings of inadequacy and insecurity and 
lack of confidence on the part of distance learners. It is against this background that the 
98 
 
University of Ghana  http://ugspace.ug.edu.gh
researcher explored the level of accessibility of academic library services to distance 
learners. In conclusion, it is established that geographical isolation is really leading to 
feelings of inadequacy and insecurity of library resources to the distance learners.   
 
5.3 Recommendations 
The following recommendations are made based on the major findings of this research. 
The recommendations were made to help assess the accessibility of Academic Library 
Services to Distance Learners; a case study of University of Ghana Library System 
(UGLS). 
5.3.1 Awareness creation 
From the results most of the respondents were not aware of services of the University of 
Ghana Library System that were available to distance learners. In this sense, the social 
media can be used to enhance awareness creation of available library resources and 
programmes as well as remote access to these resources by distance learners. Moreover, 
information gathered from the University Librarian in the course of the interview 
revealed that ‗orientations were not organized for distance learners, which is one of the 
reasons why students could not access the resources and programmes of the library‘. 
Therefore, the University of Ghana must ensure that orientations are organized for 
distance learners for awareness creation of the available library resources and 
programmes thereby, enhancing accessibility. 
5.3.2 Creating awareness of library services and programmes 
It was evident in the results that a greater proportion of the respondents were not aware 
of the library services and programmes because they were not available in the first place 
to distance learners. This means that if resources were actually available, the distance 
99 
 
University of Ghana  http://ugspace.ug.edu.gh
learners would be aware and then access them both electronically and remotely. 
Therefore, the management of University of Ghana Library System, through library 
orientation and instructions could create more awareness and furthermore equip 
librarians to provide the information needs of distance learners since it was again  
revealed in the findings that ―the information needs of respondents were mostly not 
provided for adequately‖, according to respondents. 
5.3.3 Encouraging the use of Social media 
From the findings, respondents did not strongly agree to the provision of their 
information needs through social media services.  This explains why the findings 
revealed that respondents did not have remote access to library electronic resources and 
other databases as distance learners. It is important to note that by making library 
resources accessible electronically using social media platforms such as Facebook, 
Linked In and Twitter, information dissemination will also be enhanced. 
5.3.4 User education in Information Literacy Skills  
UGLS and the distance learning institute could collaborate to organise computer training 
sessions for distance learning or ensure that it is included in their curricular after which 
certificates would be awarded for proof of participation. This is because most of the 
respondents indicated that they acquired their computer literacy through personal efforts 
yet could not access the library resources. Information Literacy Skills are very important 
because if students are not versed in the basic skills, they may not be able to assess the 
library services and programmes made available to them. Besides, from the results, most 
of the respondents were not advanced in computer knowledge. Moreover, information 
gathered from the University librarian revealed that ‗the distance students could not 
access library e-resources and other databases because of lack of the user education‘. In 
100 
 
University of Ghana  http://ugspace.ug.edu.gh
view of this, the University must ensure that the students undergo some training in 
relation to how to access electronic resources in order to fully access and benefit from 
the e-resources and databases of the University of Ghana Library Services (UGLS). This 
however requires special funding arrangements, specialized staffing and proactive 
planning in order to maintain quality in distance learning programs 
5.3.5 Initiation of borrowing of library resources 
The literature confirms that, geographical isolation has been identified as one of the 
major problems for distance students. In addition to the practical challenges of 
contacting academic and administrative staff, distance students suffer from the 
disadvantage of being unable to interact with library staff/personnel, obtaining study 
materials and borrowing library books. Evidence from the findings indicated that 
respondents strongly agreed that borrowing library books was a challenge faced by the 
distance learners in accessing library services at the University of Ghana Library 
System. Moreover, the University Librarian indicated in an interview that ‗there are no 
library services such as borrowing, and night sections accessible to the distance 
learners‘ adding that they do not have borrowing rights. He further indicated that they 
are not registered as Library users and therefore could not even access the Library‘s 
resources‘. This may lead to feelings of inadequacy and insecurity and lack of 
confidence on the part of distance learners and therefore requires measures are put in 
place to initiate borrowing of library resources by distance learners from the University 
of Ghana Library Services (UGLS). 
 
 
101 
 
University of Ghana  http://ugspace.ug.edu.gh
References  
Garten, E. D. and Williams, D. E. (2006), Repurposing older libraries for new times: 
creating new learning space, Library Issues, 26 (4), 1-4. 
Watson, E. F. (2003). Developing Library and Information Services for Distance 
Education, The commonwealth of Learners: Vancouver 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
102 
 
University of Ghana  http://ugspace.ug.edu.gh
Bibliography 
Abubakar, A. B. (2010). A Snapshot of Information-Seeking Behavior Literature in 
Health Sciences: a Bibliometric Approach. Library Philosophy and Practice 
According To Information Literacy Standard for High Education (2000) ‗Relationship-
specific factors influencing supplier involvement in customer new product 
development‘, Journal of Business Research, 56 (9), 721-733.    
ACRL (2008). Standards for distance learning library services. Available at     
http://www.ala.org/acrl/standards/guidelines distance learning accessed on 
22/01/15 
ACRL (1998) ‗A Model of Distributor-Firm and Manufacture Firm Working 
Partnership‘, Journal of Marketing, 54, 42-58. 
Al, U., Soydal, I., & Tonta, Y. (2010). Analysis of e-book use: The case of ebrary. Paper 
presented at the 14th International Conference on Electronic Publishing, Helsinki 
Finland 
Aliakbar, K., Hadi, S. M. and Jowkar, A. (2009) Distance education and the role of 
library services in Iran: a case study of Shiraz University Distance Learners, 
Library Hi Tech News, 7, 11-14 
Asabre-Ameyaw, K. (2008). The theoretical underpinnings of customer asset 
management: a framework and propositions for future research‟ , Journal of 
Academy of Marketing Science‖, 32 (3), 271-92. 
Babbie, E. R. (2005) ‗Research Methods for Social Work (5th ed.). Belmont, CA: 
Brooks/Cole 
103 
 
University of Ghana  http://ugspace.ug.edu.gh
Bampo, J. (2008). Students’ assessment of facilities and services available for distance 
teaching and learning in the University of Cape Coast. An unpublished M.PHIL 
thesis, Faculty of Education, University of Cape Coast, Cape Coast.  
Barnhart, A. & Stanfield,A. (2011). When coming to campus is not an option: using web 
conferencing to deliver library instruction. Reference Services Review, 39 (1), 58-
65 
Bates, A. (2005). Technology learning and distance education. (2nd ed.). New York: 
Routledge. 
Bell, E. & Bryman, A. (2007). The ethics of management research: An exploratory 
content analysis. British Journal of Management, 18(1), 63–77.  
Biga, C. F. & Neuman, W. L. (2006). Instructor’s Manual and Test Bank for Neuman, 
Social Research Methods, Qualitative and Quantitative Approaches. Pearson 
Allyn and Bacon. 
Bless, C. & Higson-Smith, C. (2000). Fundamentals of social research methods. An 
African perspective. 3rd ed. Cape Town: Juta.  
Boadi, B. Y. & Letsolo, P. (2004). Information needs and information seeking behavior 
of distance learners at the Institute of Extra-Mural Studies in Lesotho.  
Information Development, 20(3), 189-99. 
Bower, S. & Mee, S. (2010). Virtual delivery of e-resources and services to off-campus 
users: a multi-faceted approach. Journal of Library Administration, 50 (5/6), 
468-483 
104 
 
University of Ghana  http://ugspace.ug.edu.gh
Boyatzis, H. (1998) Resource Deployment Analysis of Global Manufacturing and 
Distribution Networks, Journal of Manufacturing and Operations Management,  
81-104. 
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code 
development. Thousand Oaks, CA: Sage 
 Boylston, S. (2015). ACRL Information Literacy Framework for Higher Education; 
Association of College and Research Libraries, ACRL Board of Directors Action 
Form, 1-23. Available at: http://acrl.ala.org/ilstandards/wp-
content/uploads/2015/01/Framework-MW15-Board-Docs.pdf, Accessed on: 
20/04/2015  
British Library (2011). Document Supply Services. London: The British Library Board. 
Brooke (2011) ‗Antecedents of lead-time competitiveness in make-to-order 
manufacturing firms‘, International Journal of Production Research, 33 (2), 511 
–37. 
Bruso, J. L. (2001) ―A Comprehensive Orientation to Address Diverse Student Needs.‖ 
In C. Dalziel and M. Payne (eds.), Quality Enhancing Practices in Distance 
Education: Student Services. Washington, D.C.: Instructional 
Telecommunications Council 
Bryman and Bell (2007) ‗The effects of perceived interdependence on dealer attitudes‘, 
Journal of Marketing Research, 32 (3), 348-56. 
Buchanan, E.A. (2000), Going the extra mile: serving distance education student, Online 
Journal of Distance Learning Administration, 3 (1) 
Bunker, E. (2000). History of Distance Education. American Center for the Study of 
105 
 
University of Ghana  http://ugspace.ug.edu.gh
Burge, E. J., Snow, J. E. and Howard, J. L. (2008) Developing partnerships: and 
investigation of library-based relationships with students and educators 
participating in distance education in Northern Ontario. Toronto: Ontario 
Institute for Studies in Education and Contact Nord. 
Byrne,S. & Bates,J. (2009). Use of the University Library, Elibrary, VLE, and Other 
information sources by distance learning students in University College Dublin: 
implications for academic librarianship. New Review of Academic Librarianship, 
15 (1), 120 –141 
Cameron, M. (2008) A long full spoon: library collections to serve external students. 
Australian Academic and Research Libraries, 19, (4) 223-228. 
Cann, S. M. (2009) Library Services for distance education: A Case Study of UG 
(Dissertation submitted to Information Studies Department) 
Caspers, J., Fritts, J. & Gower, H. (2001). Beyond the rhetoric: a study of the impact of 
the ACRL guidelines for distance learning library services on selected distance 
learning library services on selected distance learning programs in higher 
education.  Journal of Library Administration, 31 (3/4), 127-48. 
Castillo, J. J.  (2009) Stratified Sampling Method. Retrieved from Experiment Resources: 
Available at http://www.experiment-resources.com/stratified-sampling.html., 
Accessed on 12 Mar. 2012 
Cavanagh, S. (2008). Grocers move to ease life in not-so-fast lane, Sacramento Bee, 
April 22, pp. c1. 
106 
 
University of Ghana  http://ugspace.ug.edu.gh
Cohen, S. & Burkhardt, A. (2010). Even an ocean away: developing Skype - based 
reference for students studying abroad. Reference Services Review, 38 (2), 264 -
273 
Collins, K. M. T., Onwuegbuzie, A. J. & Jiao, Q. G. (2006). Prevalence of Mixed-
methods Sampling Designs in Social Science Research. Evaluation & Research 
in Education, 19(2), 83–101. 
th
Connaway, L. S. and Powell, R. R. (2010)  Basic Research Methods  For Librarians (5  
Ed.), Libraries Unlimited: Oxford.  
Cooper, D. R. & Schindler, P. S. (2003). Business research methods. London: McGraw-
Hill/Irwin 
Copers, J., Fritts, J. & Gower, H. (2001). A model of customer loyalty in the retail 
banking market, European Journal of Marketing, 38 (1/2), 253275. 
Corbin, J. and Strauss, A. (2008) Basics of Qualitative Research: Techniques and 
Procedures for Developing Grounded Theory, Los Angeles, London: Sage 
Publications 
Cox, D. H. (2001) Online Student Services Self-Assessment Tool. Unpublished paper 
adapted from the Western Cooperative for Educational Telecommunications‘ 
―Online Student Services Provision: A Guide for Good Practice‖ and the Council 
for the Advancement of Standards and Guidelines, 2001. 
http://irt.austincc.edu/presentations/2003/aacc/McRaeOnlineStudentServices.pdf. 
Accessed Feb., 12, 2015. 
Creedy, J. (2008) Research without tears: from the first ideas to the published output, 
Massachusetts: Edward Elgar Publishing, Inc., p. 31 
 
107 
 
University of Ghana  http://ugspace.ug.edu.gh
Creswell, J. (2007). Qualitative Enquiry and Research Design: Choosing Among Five 
Approaches. London: SAGE Publications. 
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods 
approaches. Sage. 
Cullen (2004) ―A longitudinal analysis of customer satisfaction and share of wallet: 
investigating the moderating effect of customer characteristics‟ , Journal of 
Marketing‖, 71, 67-83 
Dadzie P. S. (2009). E-Learning and E Library Services at the University of Ghana: 
prospects and challenges. Information Development, 25 (3) 207-217 
Damilola, H. (2013) The Dynamics of Long-Term Business-to-Business Exchange 
Relationships, Journal of the Academy of Marketing Science, 22 (1), 130 45. 
Denzin, N. K. & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Sage. 
Draper, L. & Turnage, M. (2007). Utilizing technology. In: Clayton,S. (ed.), Going the 
distance: library instruction for remote learners,  Facet: London, 83 – 92. 
Dugan, R. E. & Hernon, P. (1997). Distance education: Provider and victim Libraries. 
Journal of Academic Librarianship, 23(4): 315–24. 
Egberongbe, S. H. (2011). The Use and Impact of Electronic Resources at the University 
of Lagos. Library Philosophy and Practice (e-journal).  
Engström, A. & Salehi-Sangari, E. (2007). Assessment of Business-to-business (B2B) E-
marketplaces’ Performance. Industrial marketing & e-commerce research group, 
Luleå University of Technology. 
nd
Field, A. (2005). Discovering statistics using SPSS (2 ed.). London: Sage. 
108 
 
University of Ghana  http://ugspace.ug.edu.gh
Fraenkel and Wallen, (2009) ―The different roles of satisfaction, trust, and commitment 
in customer relationships‟ , Journal of Marketing‖, 63 (2), 70-87. 
Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in 
education. McGraw-Hill. 
Garrison and Shale (2006) Multivariate Data Analysis. 6th ed. New Jersey: Pearson 
Education, Inc. 
Garten, E. D. and Williams, D. E. (2006), ―Repurposing older libraries for new times: 
creating new learning space‖, Library Issues, 26 (4), 1-4. 
Ghauri and Grönhaug, (2005) ―An examination of the determinants of customer loyalty 
in mobile commerce contexts‖, Information and Management 
Gravetter & Forzano, (2006) ―A cognitive model of the Antecedents and consequences 
of satisfaction decisions‟ , Journal of Marketing Research‖, 17(4), pp. 460. 
Gruca, A. (2010) E-Learning in Academic Libraries, New Review of Information 
Networking, 15 (1), 16 — 28. 
Gu, F. (2006), ‗‗The role of library media services in the university distance and 
distributed education‘‘, Library Management, 27 (6/7), 379-89. 
Hair, J. F., Celsi, M. W., Money, A. H., Samouel, P., & Page, M. J. (2003). Essentials of 
business research methods. ME Sharpe. 
Harber, C. (2010). Education and theories of development. In: E. Lemmer and N. van 
Wyk (Eds).  Themes in South African education.  Cape Town: Pearson 
Head, J. & Eisenberg, S. (2010). Developing information literacy skills early in an 
undergraduate curriculum. College Teaching, 58(3), 109-115. 
109 
 
University of Ghana  http://ugspace.ug.edu.gh
Heaps, E. (2001). SCONUL Task Force on Access for DL - Distance learners: 
information resource issues for policymakers. SCONUL: London 
Heather, P. & Stone, S. (1984) Questionnaires CRUS Guide 
Hemmig, W. & Montet, M. (2010). The just for me‗virtual library: enhancing an 
embedded eBrarian‗ program. Journal of Library Administration, 50 (5/6), 657-
669.  
Henning, J. (2010). Management of open distance libraries with reference to learner 
support, Library Management, 31(6), 440 – 450. 
Hensley & Miller (2010) Toward the effective management of distance education in 
Nigeria,  Zaria Journal of Educational Studies 5: 1 & 2  
Hensley, M. & Miller, R. (2010). Listening from a distance: a survey of University of 
Illinois distance learners and its implication from meaningful instruction. Journal 
of Library Administration. 50 (5/6) 
Higson-smith (2000) Students‘ attitude towards electronic information resources. 
Information Research. 4(2) 
Hines, S.S. (2006). What do distance education faculty want from the library?, presented 
in Twelfth Off-campus Library Services Conference, Georgia, 2006, available at: 
http://weblib.lib.umt.edu/ faculty/hines/handouts/posterhandout.pdf (accessed 14 
Feb., 2015). 
Hines, S. S. (2008). How it‘s done: Examining distance education library instruction and  
assessment. Journal of Library Administration, 48(3/4), 467–478 
Hitchen, J. (2005). Supporting distance learners at the University of Central Lancashire, 
SCONUL Focus, 34, 26 – 30 
110 
 
University of Ghana  http://ugspace.ug.edu.gh
Holloway, K. (2008). ILLiad, document delivery, and the distance student: How 
document delivery can enhance support for distance library users‖ . Journal of 
Library Administration, 48 (3), 479-493 
Holmberg, K. (2001). Distance Learning: The Library‘s Role in Ensuring Access to 
Everyone, in  Library Hi Tech, vol. 20(4), pp. 420-432 
Holmberg, K. (2007). Accessibility and Usability of Web-based Library   Databases for 
Non-Visual Users, in Library Hi Tech, 20(2),169-178. 
Howard, S. (2005). Libraries in distance education. Canadian Journal of Continuing 
Education, 11 (1) 45-57.  
Hussein, A. (2009). The use of Triangulation in Social Sciences Research: Can 
qualitative and quantitative methods be combined? Journal of Comparative Social 
Work (1) 
Igun, S. (2005). Users and Internet skills: A report from Delta State University, Abraka, 
Nigeria. Electronic Journal of Academic and Special Librarianship 6 (3). 
Igun, S. E. & Adogbeji, O. B. (2007). Study habits of postgraduate students in selected 
Nigerian Universities. Library Philosophy and Practice 5 (2): 17-26. 
Illinois Library Association (ILA) (2002). Emerging Issues, Solutions & Challenges 
from the Top 20 Issues  Affecting Web Application Accessibility, in Proceedings 
of ASSETS’05, October 9-12, pp. 208-209, ACM. 
Jagannathan, N. (2008). Libraries in Distance Teaching University. In: M. K. Jain et al. 
(Eds.), 50 Years Library and Information Services in India. Delhi: Shipra 
Publications 
111 
 
University of Ghana  http://ugspace.ug.edu.gh
Johnson, A. M. & Jent, S. (2005). Library instruction and information literacy – 2004, 
Reference Services Review, 33 (4), 487-530. 
Kalin, S. W. (1991), Support services for remote users of online public access 
catalogues, Reference Quarterly, 31 (2), 197-213. 
Kascus, I. and Aguilar, T. (2008). Viewing the sunrise: iPac 2.0 accessibility, in Library 
Hi Tech, 20(2), 184-161. 
Kavulya, J. M. (2004). Challenges in the provision of library services for distance 
education: A case study of selected universities in Kenya. African Journal of 
Library Archive and Information Science 14(1): 15-28. 
Kebumen, C. (1999). Assumptions underlying quantitative methods. Retrieved February 
18, 2008 from www.socsci.uci.edu/ssarc/pcs/webdocs/F-Readings/ 
Keegan, M. (1996) The influence of satisfaction and trust and switching barriers on 
customer retention in a continuous purchasing setting, International Journal of 
Service Industry Measurement‖, 14 (4), 37495. 
Khasseh, A., Moghaddam and, H. S. & Jowkar, A. (2009). Distance education and the 
role of library services in Iran: a case study of Shiraz University Distance 
Learners. Library Hi Tech News, (7), 11-14. 
Kinnear, R. and Taylor, T. (1996) E-Learning & teaching in library and information 
services. London: Facet   
Koohang, A. (2004). Students‘ perceptions toward the use of the digital library in weekly 
web-based distance learning assignments portion of a hybrid programme‘, British 
Journal of Educational Technology, 35 (5), 617-26 
112 
 
University of Ghana  http://ugspace.ug.edu.gh
Kothari, C. R. (2004). Research methodology: methods and techniques. New Age 
International. 
Kramer, 2010). Kramer,S. (2010). Virtual libraries in Online learning. In Rudestam,K. & 
Schoenholtz-Read, J. (ed.) Handbook of Online Learning. London: Sage 
Kumekpor, T. K. B. (2002). Research methods and techniques of social research. Accra: 
SonLife Press & Services, 135 
Kwafoa, Imoro and Afful-Arthur, (2014). Assessment of the use of electronic resources 
among administrators and faculty in the University of Cape Coast, Library 
Philosophy and Practice (e-journal) 
Latham, S., Slade, A. L. and Budnick, C. (2006). Library Services for Off-Campus and 
Distance Education: An Annotated Bibliography. London: Library Association 
Publishing Limited 
Lebowitz, M. (1997). Information literacy and writing assessment project: Tutorial for 
developing and evaluating assignments. Retrieved December 22, 2003, from 
http://www.umuc.edu/library/tutorials/information_literacy/toc.html 
Liu, Z. (2005). Reading behaviour in the digital environment: Changes in the reading 
behaviour over the past 10 years. Journal of Documentation 61(6): 700-12. 
Liu, Z. & Yang, Z. (2004). Factors influencing Distance-Education Graduates Students' 
Use of Information Sources: A User Study. The Journal of Academic 
Librarianship, 30 (1), 24–35. 
Long, D. (2009). Going the extra mile: designing a delivery service for remote 
borrowers. Journal of library and information services in distance learning, 3 
(3/4), 182-191 
113 
 
University of Ghana  http://ugspace.ug.edu.gh
Lund Research (2010) An online course teaches students to use libraries and the internet 
– and avoid plagiarism. The Chronicle of Higher Education. Retrieved June 11, 
2004, from http://chronicle.com/cgi2-
bin/printable.cgi?article=http://chronicle.com/ free/2002/05/2002051701u.htm. 
Mabawonku, I. (2004). Library use in distance learning: a survey of undergraduates in 
three Nigerian University. African Journal of Library, Archives and Information 
Science. 14 (2), 151-165. 
Malhotra and Birks, (2007). Library support for distance learning programs: A 
distributed model. The Journal of Library Services for Distance Education, 2(1), 
29 para.. Retrieved December 19, 2003, from 
http://www.westga.edu/~library/jlsde/vol2/1/HHellerRoss.html 
McBurney and White, (2004). Collaboration between distance education faculty and the 
library: One size does not fit all. Journal of Library Administration, 37(3/4), 451-
464 
Mensah, S. K. E. and Owusu-Mensah, M. (2002). Priorities and Strategies for Capacity 
Building in Tertiary Distance Education for Human Resources Development in 
Ghana, Winneba: the World Bank 
Merriam, S. (2009). Qualitative research: A guide to design and implementation. San 
Francisco, CA: Jossey-Bass. 
Mirtz, R. (2010). Spatial metaphors and distance learning library services: Why ―where‖ 
makes a difference. Journal of Library Administration, 50: 7, 857 - 866. 
114 
 
University of Ghana  http://ugspace.ug.edu.gh
Mirza, M. S. & Mahmood, K. (2012). Electronic resources and services in Pakistani 
university libraries: A survey of users' satisfaction. The International Information 
Library Review, 44(3): 123-131 
Molefi, F. (2008). Context: A paper presented at the Distance Education Workshop for 
Setswana Part-Time Writers, DNFE. 
Moore, D. E, Green,  J. S., & Gallis, H. A. (2009). Peak Performance: Success in 
College and Beyond (2nd ed.). Whitby, ON: McGraw-Hill Higher Education 
Muijs, D. (2010). Doing quantitative research in education with SPSS. London: Sage. 
Neuman, L. W. (2007). The Basics of Social Research: Qualitative and Quantitative 
nd
Approaches, (2 ed.). New York: Pearson Education Inc.  
Niemi, J. A., Ehrhard, B. J. & Neeley, L. (1998). Off-campus library support for distance 
adult learners. Library Trends 47(1): 65-74. 
Owusu-Ansah, S. (2010). Impact of ICT on DE: a case of Level 300 students 
(Dissertation submitted to Department of Information Studies) 
Patton, M. Q. (2001). Information literacy and writing assessment project: Tutorial for 
developing and evaluating assignments. Retrieved December 22, 2014, from 
http://www.umuc.edu/library/tutorials/information_literacy/toc.html 
Perraton, H. and Creed, C. (2000). Applying new technologies and cost-effective 
delivery systems in basic education. International Research Foundation for Open 
Learning. Retrieved from http://www.unesco.org/education/wef/en-
docs/findings/technofinal.pdf on 30/3/2015. 
Polit D. F & Beck, C. T (2004a) Accessibility and Usability of Web-based Library   
Databases for Non-Visual Users‖, in Library Hi Tech, 20(2), 169-178. 
115 
 
University of Ghana  http://ugspace.ug.edu.gh
Polit, D. F. & Beck, C. T. (2004b). Nursing research: principles and practice. Wolters 
Kluwer health. 
Potter, J. (1996). Accessibility and Usability of Online Library  Databases, in Library Hi 
Tech, 23(2),  256-286. 
QAA, (2009). Inaccessible Web design from the perspective of a blind librarian, in 
Library Hi Tech,  20(2), 137-140. 
Rao, T. (2006). Emerging Issues, Solutions & Challenges from the Top 20 Issues  
Affecting Web Application Accessibility, in Proceedings of ASSETS’05, October 
9-12, pp. 208-209, ACM 
RDR Associates, (1998). Distance Learning: The Library‘s Role in Ensuring Access to 
Everyone, in Library Hi Tech, 20(4), 420-432. 
Riggs, D. (1997). Distance education: Rethinking practices, implementing new approach. 
College and Research Libraries 58(3): 208-209. 
Robson, C. (2002). Real world research: A resource for social scientists and 
practitioner-researchers (2nd ed.), London: Blackwell Oxford. 
Rodrigues, H. F. (1996). The role of the library in distance education. Microcomputers 
for Information Management. 113 (1): 21-30 
Rowland, F. & Rubbert, I. (2001). An evaluation of the information needs and practices 
of part-time and distance educational and social change through lifelong learning. 
Journal of Documentation 57(6): 741-62 
Sacchanand, C. (2002). Information literacy instruction to distance students in higher 
education: librarians’ key role, 68th IFLA Council and General Conference 
August 18-24 
116 
 
University of Ghana  http://ugspace.ug.edu.gh
Saunders, M., Lewis, P. & Thornhill, A. (2007). Research Methods for Business 
Students. Essex: Prentice Hall. 
Schiller, A (1996). Guidelines for Distance Learning Library Services, in Association of 
College & Research Libraries, available at MC Journal: Journal of Academic 
Media Librarianship, 4 (1) Available at http: 
http://wings.buffalo.edu/publications/mcjrnl/v4n1/. Retrieved July 12, 2015.   
Schmetzke, A. (2001). Online Distance Education - "Anytime, Anywhere" But Not For 
Everyone, Information Technology and Disabilities Journal, 7 (2), 
Secker, J. (2008). The adventures of LASSIE: libraries social software & distance 
learners. Serials, 21(2)  
Sekyi, E. D. (2013). Appraisal Of Student Support Services In Distance Education At 
UCC, Thesis Is Submitted To The University Of Ghana, Legon In Partial 
Fulfilment Of The Requirement For The Award Of Master Of Philosophy In 
Adult Education Degree. 
Shafique, R. (2011). Information and Communication Technology in university libraries: 
The Nigerian experience. Journal of Library and Information Science 7(1) 23-2 
Sharma, C. (2009). Use and Impact of E-Resources at Guru Gobind Singh Indraprastha 
University (India): A Case Study. Electronic Journal of Academic and Special 
Librarianship, 10 (1), 58-64. 
Shija, H. (2009). E-resources use via the internet improvement is a must: a case of 
special libraries in Tanzania. Retrieved from 
nd
www.ais.up.ac.za/digi/docs/paper_shija.doc on 2  April, 2015 
117 
 
University of Ghana  http://ugspace.ug.edu.gh
Shuttleworth, M. (2009). ―What is sampling‖? Available at: http://www.experiment-
resources.com/what-is-sampling.html, retrieved on 12-03. 2015. 
Simonson, M., Schlosser, C. & Hanson, D. (1999). Theory and distance education: A 
new discussion. The American Journal of Distance Education. 13(1).  
Simpson, U. (2002). Information for Education and Development in Nigeria. A paper 
presented at the 2nd NLA National Conference and AGM. 41-46 
Singh, B. K. (2002). Library Services to Distance Learners: A Study of Kota Open 
University. Paper Presented at the AAOU Pre-Conference Seminar on Outreach 
Library Services for Distance Learners. 
Slade, J. and Kascus, Y. (2005). Foundations of distance education (3rd ed). London: 
Routledge. 
Slade, A. L. (2008). Research on Library Services for Distance Learning, Victoria, BC. 
Council of Prairie and Pacific University Libraries (COPPUL) 
Slade, A. L. and Marie, A. Kascus. (2005). Library Services for Open and Distance 
Education: The Third Annotated Bibliography. Englewood, CO: Libraries 
Unlimited. 
Snow, J. and Howard, Y. (2008). An international comparison of library services for 
distance learning. In P. S. Thomas & M. Jones (Eds.), The Eighth Off-Campus 
Library Services Conference Proceedings (pp. 259-297). Mount Pleasant, MI: 
Central Michigan University. 
Stanfield, I. (2011). Skills for lifelong learning at a distance: Information literacy at the 
Open University. The New Review of Libraries and Lifelong Learning, 2, 67-77. 
118 
 
University of Ghana  http://ugspace.ug.edu.gh
Store, J. (1998). Guidelines for library support of distance and distributed learning in 
Canada. Retrieved July 12, 2015, from http://www.cla.ca/about /distance.htm 
Tagoe, N. B. (2007). The virtual reserve room: Extending library services off-campus. In 
P. B. Mahoney (Ed.), The Tenth Off Campus Library Services Conference 
Proceedings (pp. 11-18). Mount Pleasant, MI: Central Michigan University. 
Tait, A. (2003). Management of Services to Students’ in Planning & Management in 
Distance Education, eds Santosh Panda, London: Kogan Page, 155-169  
Thompson, H. (2002). The library‘s role in distance education: survey results from 
ACRL‘s 2000 academic library trends and statistics. College & Research 
Libraries News, 63(5), 338-40. 
Tong (1994). Developing information literacy skills early in an undergraduate 
curriculum. College Teaching, 58(3), 109-115. 
Tripathi, M. and Jeevan, V. K. J. (2008). Enabling Electronic Resource Access for 
Distance Learners, 6th International CALIBER-2008, University of Allahabad, 
Allahabad, February 28-29 & March 1, 2008 
University of Ghana Library System (2014). UG Library System Strategic Plan 2014-
2019, Accra, Legon: UG Press, 4 
University of Ghana (2015). Inauguration of the University of Ghana Distance 
Education ICT Project, under the Chinese Phase 2 ICT Project, Legon: 
University of Ghana Press  
Veal, R. (2002). Accessible Accessibility, in Proceedings of ACM  Conference on 
Universal Usability, pp. 96-101, ACM. 
119 
 
University of Ghana  http://ugspace.ug.edu.gh
Virkus, S. (2008). Developments of information-related competencies in European and 
distance learner institutions: selected findings. In Brody, P et al. (ed.).  Libraries 
without walls 7: exploring „anytime‟  „anywhere‟  delivery of library services. 
London: Facet 
Watson, E. F. (2003). Developing Library and Information Services for Distance 
Education, The commonwealth of Learners: Vancouver 
Watson, E. F. and Jagannathan, N. (1996). Library services to distance learners in the 
Commonwealth: a reader. Vancouver: Commonwealth of Learning 
Watson, E. F. (2006). Library services to distance learners – the new professional 
paradigms, available at: www.col.org/ forum/PCF papers/watson.pdf (accessed 
12 Feb., 2015). 
Whitehair, K. (2010). Reaching part-time distance students in diverse environments. 
Journal of Library & Information Services in Distance Learning. 4 (3), 96 -105 
Wright, S. J. (2009). Research on selected aspects of learner support in  distance 
education programming: A review of selected papers (part 1). The Second 
American Symposium on Research in Distance Education, Pennsylvania State 
University. (pp 59-71). 
Yang, Z. Y. (2005). Distance education libraries in the US ARL libraries and library 
services provided to their distance users. The Journal of Academic Librarianship, 
31(2), 92-7. 
Yin, R. K., (1994). Case study research: design and methods. 2nd edn., Sage Publishing, 
Beverly Hills, CA. 
 
120 
 
University of Ghana  http://ugspace.ug.edu.gh
APPENDIX 1 
UNIVERSITY OF GHANA, COLLEGE OF EDUCATION 
DEPARTMENT OF INFORMATION STUDIES  
TOPIC: ACCESSIBILITY OF ACADEMIC LIBRARY SERVICES TO 
DISTANCE LEARNERS:  A STUDY OF UNIVERSITY OF GHANA LIBRARY 
SYSTEM [UGLS] 
QUESTIONNAIRE FOR DISTANCE STUDENTS   
Dear respondent, 
I am a student of the Department of Information Studies undertaking a Master of Arts 
degree (MA). As part of the programme, I am undertaking a research on the topic: 
Accessibility of Academic Library Services to Distance Learners:  A Study of University 
of Ghana Library System [UGLS]‖. The objective of the study is to find out the 
Accessibility of academic library services to distance learners. 
This questionnaire has been carefully designed to critically assess the accessibility of 
academic library services to distance learners, with specific reference to the University of 
Ghana Library System (UGLS). In view of this, I would like you to be objective in your 
assessment. Complete anonymity and confidentiality of answers to questions is highly 
assured. Please feel free to contact me on 0243586647,should you encounter any 
problem. Your cooperation is very much appreciated! Thank you. 
 
Section A: Biographical Information  
1. Gender 01. Male  (     ) 02. Female  (     )  
 
2. Age   01. 15 – 24 years   (     )  02. 25 – 34 years  
 (     )  
03. 35 – 45 years  (     )  04. 44 years and above  
 (     ) 
 
121 
 
University of Ghana  http://ugspace.ug.edu.gh
Section B: Awareness and Availability of library services and programmes  
3. Are you aware of library services available from the University of Ghana Library 
System to distance learners? 
01. Yes (     )  02. No (     )  03. Not sure (     ) 
 
4. Are there library services and programmes in the Institute of Continuing and 
Distance Education (UG, Legon)? 
01. Yes (     )  02. No (     )  03. Not sure (     ) 
5. In your assessment, what is the extent of availability of library services and 
programmes in the Institute of Continuing and Distance Education?                                 
 01. Not available (     ) 02. Less Available  (    ) 03. Neutral / not sure  
(     )     04. Available (     )  05. Highly available (     ) 
 
Level of computer knowledge  
6. Where did you acquire computer literacy or training?  
01. University‘s effort (     )                    02. Personal effort (     )       03. Outside 
the University (     )  04. Others, please specify ………… 
 
7. How would you rate your level of IT or computer knowledge in accessing the 
UGLS? 
01. Novice (     )    02. Intermediate  (     )   03. Advance   (     )     04. Expert  (      
8. Has your level of computer literacy affected you in accessing library services? 
                    Yes    (   )       No    (   )         Don‘t know    (   ) 
 
Remote access to library e-resources and other databases 
8. Do you have access to the library e-resources and other databases remotely?  
01. Yes (     ) 02.   No (     )  03.  Don‘t know (     ) 
9. Where do you mainly access the library e-resources and other databases?  
01. Office (     ) 02. Accra Learning Center - computer laboratory (     )
 03. Home (     )        04. Others, please specify ...............................  
 
122 
 
University of Ghana  http://ugspace.ug.edu.gh
Section C: Provision of information needs  
10. To what extent do you agree or disagree to the provision of information 
needs to distance learners  
Strongly Disagree (1), Disagree (2), Neither Agree nor Disagree (3), Agree (4) 
and Strongly Agree (5) 
Questionnaire Item 1 2 3 4 5 
Social media (networking) services - an online service,      
platform, or site used to communicate with library users 
(Facebook, twitter) 
Virtual reference services – using request forms to make      
research queries either in print or electronic from the UGLS 
Access to online or computerized system (OPAC) to assist      
students access library collections 
Consultation services through email, toll-free telephone      
services … 
Access to inter-library loan services such texts      
supplementary reading and reference services 
Online user education services - Library orientation      
programme available through e-mail, Weblog, e-bulletin 
boards, e-lectures, e-seminars e-workshops. etc. 
Document delivery service (DDS) - ICT- based document      
delivery of documents in digitalized format through the 
electronic mail 
 
11. In your assessment, are your information needs adequately provided for? 
01. Absolutely no (     ) 02. Mostly no (     )03.  Neither yes nor no (     )04.  
 Mostly yes (     )  05. Absolutely yes (     ) 
 
 
 
 
123 
 
University of Ghana  http://ugspace.ug.edu.gh
Challenges of Accessibility of academic library services 
12. Please indicate the extent to which you agree with the statements below 
regarding challenges faced by the distance learners in accessing library 
services at the University of Ghana Library System 
Strongly Disagree (1), Disagree (2), Neither Agree nor Disagree (3), Agree (4) 
and Strongly Agree (5) 
Questionnaire Item 1 2 3 4 5 
Geographical isolation      
Internet connectivity       
Library and Computer Training       
IT tools such as computer, IPads, Tablets …      
Obtaining study materials      
Borrowing library books      
Inability to interact with library staff      
 
13. What are your recommendations to the challenges above? 
…………………………………………………………………………………………… 
 
 
 
 
 
 
124 
 
University of Ghana  http://ugspace.ug.edu.gh
APPENDIX 2 
TOPIC: ACCESSIBILITY OF ACADEMIC LIBRARY SERVICES TO 
DISTANCE LEARNERS:  A STUDY OF UNIVERSITY OF GHANA LIBRARY 
SYSTEM [UGLS] 
INTERVIEW SCHEDULE FOR THE UNIVERSITY LIBRARIAN 
 
i. Are distance learners aware of library services available in the University of 
Ghana Library System?  
ii. What are the library services and programmes available to University of Ghana 
distance learners? 
iii. What is the level of IT or computer knowledge in accessing the UGLS? 
iv. Can distance learners access library e-resources and other databases? 
v. Are the information needs of distance learners adequately provided for? 
vi. What challenges do distance learners face in accessing library services at 
University of Ghana Library System? 
 
 
125