The impact of libraries in tertiary distance education: an evaluation of library use by students in selected courses at the Open Polytechnic of New Zealand

Abstract

The thesis comments on a survey conducted in 2003-2004 at the Open Polytechnic of New Zealand, a tertiary distance institution. The purpose was to evaluate library impact in a range of degree courses, from which a total of fifty students volunteered to keep a diary of their weekly use of libraries; at the end of a full semester, they were interviewed individually on the telephone by the researcher. In the context of a review of relevant literature, the nature and methods of the investigation are described, and its results analysed. Because the numbers of students in some courses were quite small, it was felt appropriate to consider first the entire sample, and only then to note contrasts observed from course to course. Among the chief conclusions are first, that while the design of courses, with their varying recommendations as to library use, had some influence on students, almost all those surveyed did use libraries and were positive about their impact on them, both for specific assignments and for their subject generally. Secondly, the purpose of study, whether for a future career, for personal enjoyment, or in connection with current employment, was a significant factor in the impact. Thirdly, it was the personal perception of most students surveyed that they may have done better in their courses because of using libraries. And fourthly, students made a perhaps unexpectedly high use of libraries other than that of the Open Polytechnic. The thesis ends with a consideration of how the different kinds of libraries used, and especially that of the Open Polytechnic, might enhance their service to distance students. Suggestions are also made for the improvement of future surveys, and for closer collaboration with teaching staff in the student learning process; it is recommended that a framework be established in which the impact of a library is treated not in isolation but as part of the overall impact of an academic course or programme.