Information and Communication Technology (ICT) Proficiency and Use of Electronic Library Resources among Distance Learners at the National Open University of Nigeria.

Abstract

This study investigated Information and Communication Technology (ICT) proficiency and the use
of Electronic Library Resources (ELRs) among distance learners at the National Open University
of Nigeria (NOUN). As digital resources had become central to academic success, students in
open and distance learning institutions faced significant barriers, including inconsistent internet
access, limited ICT training, and varying proficiency levels. These challenges hindered effective
engagement with ELRs, which were critical for research, learning, and academic development.
Grounded in the Information Literacy Competency Framework and the Unified Theory of
Acceptance and Use of Technology (UTAUT), the study evaluated the impact of internet
accessibility, library platform usability, and ICT training programs on ELR utilization. A stratified
cluster sampling technique was employed to select 399 respondents from six geopolitical zones.
Data were collected through structured questionnaires and analyzed using SPSS version 26.
Findings revealed that while most learners perceived internet access and platform usability
positively, a significant minority still faced infrastructural challenges. Students generally
supported hands-on, practical ICT training, yet participation remained low, and existing
programs were often perceived as ineffective. Respondents advocated for integrating ICT skills
into the academic curriculum and improving infrastructure across study centres. The study
concluded that bridging the digital divide required strategic interventions, including improved
internet infrastructure, enhanced ELR platform usability, and the integration of ICT training into
the educational system. By addressing these gaps, NOUN could significantly improve learners’
academic outcomes and foster digital inclusion. The study recommended policy development,
infrastructure investment, and capacity-building initiatives to enhance digital literacy and ELR
utilization, thereby advancing technology integration in distance education, particularly within
developing countries.