Leveraging ICT System User Utilization Experiences to Improve Library Services for Virtual and Distance Learners at Byte Size College in Botswana
DOI:
https://doi.org/10.70619/vol5iss8pp23-35Keywords:
ICT utilization, library services, virtual learners, distance education, BotswanaAbstract
Improving library services for virtual and distance learners requires understanding how users interact with ICT systems to ensure accessibility, inclusivity, and academic support. At Byte Size College in Botswana, limited ICT adoption, unreliable connectivity, and low digital literacy have contributed to underutilization of library services and a 5% annual attrition rate among students. This study sought to evaluate how virtual and distance learners utilize ICT systems and how their utilization experiences inform the enhancement of ICT-enabled library services. The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the study, emphasizing performance expectancy, effort expectancy, social influence, and facilitating conditions as determinants of ICT adoption. The study employed a mixed methods approach with a descriptive survey design. The target population comprised library directors, staff, and distance learners, with a sample of 172 respondents selected through purposive, census, and random sampling. Data were collected using questionnaires, interviews, and document analysis. Reliability was confirmed through Cronbach’s alpha (>0.7), while validity was established by expert review. Quantitative data were analyzed using SPSS descriptive statistics, and qualitative data were thematically analyzed. Findings showed learners’ ICT utilization experiences were moderately positive but inconsistent, with challenges in navigation, device compatibility, internet connectivity, and service responsiveness. Digital resources were adequate, but overall satisfaction was neutral. Both learners and staff highlighted the need for infrastructure upgrades, digital literacy training, responsive support, and integration of innovative tools such as AI and LMS platforms. The study concludes that sustainable improvement requires user-centered strategies supported by strong institutional policies. It recommends that Byte Size College administration and the ICT department prioritize stable connectivity, mobile-friendly platforms, continuous training, and comprehensive e-library policies. The study demonstrated how learners’ utilization experiences can directly inform inclusive and innovative library service delivery in middle-level colleges.
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