An International Comparative Study of Library and Information Science Distance Learning in Africa and the United States. (Library & Information Sciences).

An International Comparative Study of Library and Information Science Distance Learning in Africa and the United States. Vanessa D. Middleton, Wayne State University, University Libraries, Detroit, MI 48202

Two areas that act as a driving force behind the success of distance learning are access to library resources and effectively integrating technology into a distance education program. Distance education programs pose a new opportunity for faculty educators and librarians to form partnerships. Research has revealed the impact of technology infusion on distance learning. This international study examines those issues within a global context. Distance learning initiatives in Africa and the United States are surveyed comparatively. The study reveals correlations between variables during this comparative analysis. A Web-based electronic questionnaire was distributed to Library and Information Science departments with identifiable distance learning activities in Africa and the United States. The study utilizes composite scores, which were constructed by combining keys items of the questionnaire. The scope of the study is limited to Library and Information Science distance learning. The study yields data on the gene ral comparative characteristics of technology and library support services utilized in distance learning. Other areas of focus include how services are delivered to students, what role technology access has on the method in which distance education is delivered to students, and the role of libraries in providing support services to distance learners.