Awareness and Usage of Electronic Resources Among University Students: A Case Study of Ogongo Campus, University of Namibia

Awareness and Usage of Electronic Resources Among University Students: A Case Study of Ogongo Campus, University of Namibia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Awareness and Usage of Electronic Resources Among University Students: A Case Study of Ogongo Campus, University of Namibia Wilka Nandjambi Uukongo, Maggy Amiss Dr Beukes, Wilhem Dr Uutoni This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5326175/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigates the awareness and usage of electronic resources (e-resources) among students at the University of Namibia's Ogongo Campus. Using a qualitative phenomenological approach, the research aims to determine the level of awareness, identify available e-resources, assess usage levels, and understand the challenges faced by students in utilizing these resources. Data were collected through focus group discussions, semi-structured interviews, and observations. The findings reveal that while some students are aware of the available e-resources, many struggles with accessibility and usage due to various challenges. The study recommends enhanced library awareness campaigns and training programs to improve students' digital literacy and e-resource utilization. Electronic resources awareness usage digital literacy University of Namibia Ogongo Campus 1. Introduction The advent and rapid development of Information and Communication Technology (ICT) have significantly transformed the landscape of academic libraries around the globe. Traditionally, libraries served as repositories of print-based resources, where students and researchers physically accessed books, journals, and other materials essential for their academic pursuits. However, with the rise of digital technology, academic libraries have increasingly transitioned to offering electronic resources (e-resources), which include digital books, online journals, databases, and other digital materials. These e-resources have become integral to modern academic environments, providing users with quick and remote access to a vast array of information that supports learning, teaching, and research activities (Ayo-Olafare, 2020 ; Abinew & Vuda, 2013). Despite the apparent benefits and availability of e-resources, their utilization among students is often suboptimal. This is particularly concerning given the substantial investments made by academic institutions to acquire and maintain these resources. At the University of Namibia (UNAM), for instance, the library has subscribed to various e-resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar, aiming to support the academic endeavors of students and faculty alike. However, as noted by Hamutumwa (2014) and Ndinoshiho ( 2010 ), the awareness and usage levels of these resources among students remain below expectations. This discrepancy highlights a significant issue: while e-resources are crucial for academic success, their effectiveness is heavily dependent on students' awareness of their existence and their ability to effectively use them. The challenge of underutilization can be attributed to several factors, including limited awareness, inadequate digital literacy, and insufficient training on how to access and navigate these resources. For instance, research conducted by Kwadzo ( 2015 ) and Okiki ( 2012 ) has shown that students' knowledge of available e-resources significantly influences their usage patterns. Without proper awareness, students may not fully realize the potential of e-resources in enhancing their academic work, leading to a reliance on more familiar but less comprehensive sources of information. At the Ogongo Campus of the University of Namibia, these challenges are particularly pronounced. The campus, located in the Omusati Region, offers various programs with a focus on agriculture and natural resources, fields where access to up-to-date information is critical. However, the study conducted at Ogongo Campus revealed that many students are either unaware of the full range of e-resources available to them or lack the necessary skills to effectively utilize these resources. This situation is further compounded by infrastructural challenges such as limited computer access and slow internet speeds, which hinder students' ability to engage with e-resources effectively. For example, the study showed that although resources like AGORA, HINARI, and Science Direct are available, their usage is not as widespread as expected. This underutilization is often due to students’ lack of awareness of these resources or their limited ability to navigate the digital platforms on which these resources are hosted. As a result, students may miss out on critical information that could support their studies, leading to a less enriched academic experience. This research seeks to address these issues by exploring how students at the Ogongo Campus perceive and use e-resources. It aims to identify the specific challenges they face in accessing and utilizing these resources and to provide recommendations for improving e-resource utilization. By understanding the factors that influence e-resource usage, this study can contribute to the development of strategies that enhance students' digital literacy, increase awareness of available resources, and ultimately improve academic outcomes. The importance of this study is underscored by the broader implications of digital literacy in today’s academic environment. As universities continue to invest in e-resources, ensuring that students are both aware of and capable of using these resources is essential for maximizing the return on these investments. Furthermore, enhancing students' ability to use e-resources effectively can contribute to their overall academic success, equipping them with the skills needed to navigate an increasingly digital world. In conclusion, while the shift to digital resources in academic libraries offers significant advantages, these benefits can only be fully realized if students are aware of and able to use these resources effectively. This study at the University of Namibia's Ogongo Campus is a step towards understanding and addressing the gaps in awareness and usage of e-resources, with the ultimate goal of improving students' academic experiences and outcomes. 2. Literature Review 2.1 Introduction The increasing availability and importance of electronic resources (e-resources) in academic libraries have transformed the way students and researchers access information. E-resources include a wide range of digital materials such as online databases, e-journals, e-books, and other digital formats that support academic activities. These resources are essential for supporting research, teaching, and learning in higher education institutions. However, the effectiveness of e-resources is heavily influenced by students' awareness and ability to utilize these tools. This literature review examines the factors affecting the awareness and usage of e-resources among students, with a particular focus on the University of Namibia's Ogongo Campus. The review is structured around the themes of awareness, types of e-resources, usage levels, and the theoretical framework provided by the Technology Acceptance Model (TAM). 2.2 Awareness of E-Resources Awareness of e-resources is a fundamental factor that determines their usage in academic settings. Without adequate awareness, students may not know what resources are available to them, which can lead to underutilization. Several studies have highlighted the importance of awareness in the effective use of e-resources. Akpojotor ( 2016 ) emphasizes that students' knowledge of available e-resources significantly impacts their ability to access and use these tools effectively. Similarly, Allen and Weber ( 2014 ) found that a lack of awareness among doctoral students regarding the specific characteristics of academic journals hindered their ability to fully utilize e-resources for research. At Ogongo Campus, awareness of e-resources appears to be limited among students. The research conducted on this campus reveals that many students are unaware of the full range of e-resources available to them, despite the significant investment made by the University of Namibia in providing access to these resources. For example, the study found that although resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar are available, not all students are aware of their existence or how to access them. This lack of awareness can be attributed to several factors, including insufficient promotion by the library, limited training sessions, and a general lack of engagement with digital literacy programs (Ndinoshiho, 2010 ). In addition, the study highlighted that students who are aware of e-resources often learn about them through word of mouth or by chance, rather than through structured orientation programs or library awareness campaigns. This unstructured approach to awareness can lead to uneven knowledge distribution, where some students are well-informed about e-resources while others remain in the dark. The importance of structured awareness programs cannot be overstated, as they ensure that all students, regardless of their background or level of digital literacy, have equal access to the information they need to succeed academically. 2.3 Types of E-Resources Available The types of e-resources available to students play a crucial role in determining how they are used. E-resources encompass a wide range of digital materials, including online databases, e-journals, e-books, and other digital formats. These resources are designed to meet the diverse information needs of students and researchers across various disciplines. At Ogongo Campus, the University of Namibia has provided access to several key e-resources that are particularly relevant to the academic programs offered at the campus. These include AGORA (Access to Global Online Research in Agriculture), HINARI (Health InterNetwork Access to Research Initiative), EBSCOHOST, and Google Scholar. AGORA, for example, provides access to a vast collection of literature in agriculture and related fields, making it an invaluable resource for students studying agricultural sciences. Similarly, HINARI offers access to high-quality research in the health sciences, which is essential for students in related disciplines. However, the availability of these e-resources does not automatically translate into their effective use. The study at Ogongo Campus found that while these resources are available, their usage levels vary significantly among students. Some students frequently use resources like Google Scholar and EBSCOHOST, while others may not be aware of the specialized databases like AGORA and HINARI that are directly relevant to their fields of study. This variation in usage can be attributed to the students' familiarity with the resources, their digital literacy skills, and the perceived relevance of the resources to their academic needs (Muitherero, 2016 ). Furthermore, the study revealed that the physical and technical infrastructure at Ogongo Campus affects the usage of e-resources. For instance, limited access to computers and slow internet speeds were identified as significant barriers to the effective use of e-resources. These infrastructural challenges can discourage students from using e-resources, even when they are aware of their availability. 2.4 The Technology Acceptance Model (TAM) as a Theoretical Framework The Technology Acceptance Model (TAM) provides a useful theoretical framework for understanding students' adoption and use of e-resources. Developed by Davis ( 1989 ), TAM posits that two main factors influence users' acceptance of new technologies: perceived usefulness (PU) and perceived ease of use (PEOU). PU refers to the degree to which a person believes that using a particular technology will enhance their performance, while PEOU refers to the degree to which a person believes that using the technology will be free of effort. In the context of e-resources at Ogongo Campus, TAM can be used to assess how students perceive the usefulness and ease of use of these resources and how these perceptions influence their usage behavior. The study found that students who perceived e-resources as useful for their academic work were more likely to use them regularly. For example, students who recognized the value of databases like AGORA and HINARI for accessing high-quality research were more inclined to invest the time and effort required to learn how to use these resources effectively. Conversely, students who found e-resources difficult to navigate or who encountered technical barriers, such as slow internet speeds or complicated login processes, were less likely to use them. This aligns with the TAM model, which suggests that perceived ease of use plays a significant role in determining whether a technology will be adopted by users. If students perceive e-resources as cumbersome or difficult to use, they may opt for alternative sources of information that are easier to access, even if these alternatives are less comprehensive or reliable. The study at Ogongo Campus also revealed that students' prior experience with digital technologies influenced their perceptions of e-resources. Students who were more familiar with using digital tools and online platforms were generally more confident in navigating e-resources, which positively impacted their perceived ease of use and, consequently, their usage levels. 3. Methodology This study employs a qualitative phenomenological case study design to explore the lived experiences of students at the University of Namibia's Ogongo Campus regarding their awareness and usage of electronic resources (e-resources). By focusing on the subjective experiences of the participants, the study aims to capture the complexities and nuances of how students interact with e-resources in their academic pursuits. The research involves a purposive sample of 20 students across different academic years and two librarians, ensuring a diverse set of perspectives. Data were collected through semi-structured interviews with librarians, focus group discussions with students, and observations of student behavior in the campus library, providing a comprehensive understanding of the context. The data were analyzed using thematic content analysis, identifying key themes such as awareness, challenges in accessing e-resources, digital literacy, and the perceived usefulness of e-resources. The study adhered to strict ethical guidelines, ensuring participants' informed consent, confidentiality, and anonymity throughout the research process. This methodological approach, combining interviews, focus groups, and observations, ensures a robust analysis that offers valuable insights into the real-world experiences of students with e-resources at Ogongo Campus. 4. Results The results of this study provide a comprehensive view of the awareness, usage, and challenges associated with electronic resources (e-resources) among students at the University of Namibia's Ogongo Campus. The findings highlight significant gaps in both awareness and utilization of these resources, alongside various barriers that hinder their effective use. 4.1 Awareness of E-Resources The study revealed that awareness of e-resources among students at Ogongo Campus varies significantly. While some students are aware of the e-resources provided by the university, such as AGORA, HINARI, EBSCOHOST, and Google Scholar, a substantial number of students remain unaware of the full range of e-resources available to them. The awareness levels are particularly low among first-year students, who have had limited exposure to the university's digital offerings. This gap in awareness can be attributed to several factors, including insufficient promotion of e-resources by the library and the lack of structured orientation programs specifically focused on digital resources. Students who are aware of e-resources generally learn about them through informal channels, such as word of mouth from peers or incidental discovery while using library computers. The study found that formal awareness campaigns and library orientations, which are intended to introduce students to e-resources, are not as effective as they could be. Many students reported that they did not recall receiving any specific training or information about e-resources during their initial orientation sessions at the university. This lack of structured awareness initiatives has led to a situation where only a subset of the student population is fully informed about the e-resources available to them. 4.2 Usage of E-Resources Despite the availability of various e-resources, their usage among students at Ogongo Campus is generally low. The study identified several factors contributing to this underutilization, including limited digital literacy, technical challenges, and a preference for more familiar and easily accessible resources. One of the key findings is that students often struggle with the technical aspects of accessing e-resources. Many students reported difficulties in navigating the university's online databases, with some expressing frustration over the complex interfaces and multiple login requirements. This technical complexity discourages students from using e-resources regularly, leading them to rely on more straightforward, albeit less comprehensive, resources such as Google searches. The study also found that digital literacy levels among students are varied, with some students lacking the basic skills needed to effectively search for and retrieve information from e-resources. This lack of digital literacy is particularly evident among students who have had limited prior exposure to digital tools before attending university. As a result, these students may not fully utilize the e-resources that could significantly enhance their academic work. Another factor contributing to low usage levels is the perceived relevance of e-resources. Some students indicated that they did not see the immediate value of using specialized databases like AGORA or HINARI, especially when more familiar tools like Google Scholar appeared to meet their needs. This perception is likely influenced by a lack of understanding of the depth and quality of information available through the university's subscribed e-resources, compared to the broader, less curated content found on general search engines. 4.3 Challenges in Accessing E-Resources The study identified several challenges that students face when attempting to access and use e-resources at Ogongo Campus. These challenges can be broadly categorized into infrastructural issues, digital literacy gaps, and insufficient support and training. 4.3.1 Infrastructural Challenges One of the most significant barriers to effective e-resource usage is the inadequate infrastructure at Ogongo Campus. Many students reported that there are not enough computers available in the library to meet the demand, particularly during peak hours. This shortage of computers limits students' ability to access e-resources, as many do not have personal devices that can connect to the internet reliably. In addition to the lack of computers, slow internet speeds were frequently cited as a major obstacle. Students often experienced long loading times when trying to access online databases or download academic papers, which can be particularly frustrating when working under tight deadlines. The slow internet speeds also make it difficult for students to access multimedia e-resources, such as videos or interactive content, which require higher bandwidth. 4.3.2 Digital Literacy Gaps Digital literacy, or the ability to effectively use digital tools and resources, is another critical challenge identified in the study. Many students, particularly those in their first and second years of study, reported that they lacked the skills necessary to navigate the university's digital library system. This includes difficulties in using advanced search features, understanding how to filter search results, and accessing full-text articles. The study found that these digital literacy gaps are often a result of insufficient training. While the library does offer some training sessions on how to use e-resources, these sessions are not mandatory and are often poorly attended. As a result, students who do not proactively seek out these training opportunities may struggle with using e-resources effectively throughout their academic careers. 4.3.3 Insufficient Support and Training The findings also indicate that the support and training provided by the library are not adequate to meet the needs of the student population. Although the library staff is knowledgeable and willing to assist, students often do not seek help due to a lack of awareness about the available support services or due to time constraints. Moreover, the training programs that are offered are not always tailored to the specific needs of students, particularly those who are less familiar with digital technologies. Students expressed a need for more hands-on training sessions that focus on practical skills, such as how to conduct effective literature searches, how to evaluate the credibility of online sources, and how to use citation tools. They also suggested that integrating digital literacy training into the curriculum, particularly in the first year of study, would help to ensure that all students have the necessary skills to use e-resources effectively. 4.4 Summary of Findings The results of this study underscore the significant gaps in awareness and usage of e-resources among students at Ogongo Campus. While some students are aware of and actively use the e-resources available to them, many others remain unaware or are unable to effectively access these resources due to various challenges. Infrastructural issues, such as a lack of computers and slow internet speeds, combined with limited digital literacy and insufficient training, contribute to the underutilization of e-resources. These findings suggest that there is a critical need for enhanced library awareness campaigns, improved infrastructure, and more targeted training programs to support students in making full use of the e-resources available to them. By addressing these challenges, the university can help ensure that all students have the tools and skills they need to succeed in their academic pursuits. 5. Discussion The findings of this study resonate strongly with existing literature, reinforcing the notion that awareness and digital literacy are pivotal in determining the effective use of electronic resources (e-resources) in academic environments. As highlighted by Kwadzo ( 2015 ) and Rehman & Ramzy ( 2004 ), a student's ability to leverage e-resources is closely tied to their awareness of these tools and their competence in using them. This study contributes to this body of knowledge by providing a detailed examination of the specific challenges faced by students at the University of Namibia's Ogongo Campus, particularly in the context of their awareness and usage of e-resources. 5.1 Alignment with Previous Research The study’s results are consistent with the findings of previous research, which emphasizes that awareness is a fundamental precursor to the utilization of e-resources. Students who are unaware of the e-resources available to them are unlikely to use these tools, regardless of their potential benefits. At Ogongo Campus, the gap in awareness among students is evident, with many students either unaware of the full range of e-resources available or unsure of how to access them effectively. This aligns with the work of Kwadzo ( 2015 ), who noted that even in institutions where substantial investments have been made in e-resources, their usage remains suboptimal if awareness is lacking. Moreover, the study's identification of digital literacy as a critical factor in e-resource usage echoes the findings of Rehman & Ramzy ( 2004 ), who argued that awareness must be complemented by the ability to navigate and utilize e-resources effectively. At Ogongo Campus, students’ varying levels of digital literacy significantly influence their interaction with e-resources. Those with higher digital literacy are more likely to use e-resources effectively, while those lacking these skills often struggle, leading to frustration and disengagement. 5.2 Infrastructure and Access Challenges One of the most significant challenges identified in this study is the inadequate infrastructure at Ogongo Campus, which severely limits students' ability to access e-resources. The shortage of computers and the slow internet speeds are critical barriers that prevent students from fully utilizing the available e-resources. These findings align with earlier studies that have documented similar challenges in other academic settings, particularly in developing countries where infrastructural limitations are more pronounced (Ndinoshiho, 2010 ). The impact of these infrastructural challenges cannot be overstated. When students do not have reliable access to the necessary technology, their ability to engage with e-resources is fundamentally compromised. This not only limits their academic performance but also exacerbates inequalities among students, particularly those who may not have access to personal devices or alternative internet sources. Improving the infrastructure at Ogongo Campus, particularly by increasing the number of available computers and enhancing internet connectivity, is therefore critical to supporting students’ academic success. 5.3 The Role of Digital Literacy and Training The study also highlights the importance of digital literacy in the effective use of e-resources. Many students at Ogongo Campus lack the necessary skills to navigate online databases, perform effective searches, and retrieve relevant information. This digital literacy gap is a significant barrier to the utilization of e-resources and mirrors findings from other studies that have identified similar challenges in different contexts (Asokan & Dhanavandan, 2014 ). Digital literacy is not just about knowing how to use a computer; it encompasses a wide range of skills, including the ability to critically evaluate information sources, use advanced search techniques, and effectively manage digital information. The study found that students who possess these skills are more confident in using e-resources and are therefore more likely to utilize them regularly. Conversely, those who lack these skills often find e-resources intimidating and may avoid using them altogether. Addressing this digital literacy gap requires targeted training programs that go beyond basic computer skills. These programs should be designed to equip students with the specific skills they need to effectively use e-resources for their academic work. The study suggests that integrating digital literacy training into the curriculum, particularly in the first year of study, could be an effective way to ensure that all students develop these essential skills early in their academic careers. 5.4 The Importance of Awareness Campaigns The findings of this study underline the need for more effective awareness campaigns to promote the use of e-resources at Ogongo Campus. While the library currently offers some awareness initiatives, these efforts are not reaching all students effectively. Many students remain unaware of the full range of e-resources available to them, and those who are aware often do not fully understand how these resources can benefit their academic work. Effective awareness campaigns should be comprehensive and continuous, ensuring that all students are informed about the available e-resources from the moment they enter the university. These campaigns could include orientations, workshops, and regular communication through various channels, such as email, social media, and in-person events. Additionally, making these resources more visible and accessible through user-friendly interfaces and clear instructions could further enhance their usage. 5.5 Implications for Academic Libraries The findings of this study have significant implications for academic libraries, particularly in the context of developing strategies to increase the usage of e-resources. Academic libraries play a crucial role in supporting students’ academic success, and ensuring that students are aware of and able to use e-resources effectively is central to this mission. This study highlights the need for libraries to take a more proactive approach in promoting e-resources and providing the necessary training and support to students. Libraries should consider implementing targeted interventions, such as personalized training sessions, peer-led workshops, and enhanced online tutorials, to address the specific needs of students with varying levels of digital literacy. Furthermore, libraries should work closely with academic departments to integrate e-resource training into the curriculum, ensuring that all students receive the support they need to develop their digital skills. 5.6 Recommendations for Future Research While this study provides valuable insights into the awareness and usage of e-resources at Ogongo Campus, there is a need for further research to explore these issues in greater depth. Future studies could examine the long-term impact of enhanced awareness campaigns and digital literacy training on e-resource usage. Additionally, research could explore the specific barriers faced by students in different academic disciplines, as well as the role of faculty in promoting e-resources. Moreover, comparative studies involving other campuses or institutions could provide a broader understanding of the challenges and opportunities associated with e-resource usage in different contexts. Such research would be valuable in developing best practices for promoting e-resources and supporting students’ academic success across diverse educational settings. In conclusion, this study confirms that awareness and digital literacy are critical factors influencing the use of e-resources at Ogongo Campus. The challenges identified—such as inadequate infrastructure, digital literacy gaps, and insufficient awareness campaigns—highlight the need for targeted interventions to enhance students’ engagement with e-resources. By addressing these challenges, academic libraries can play a pivotal role in supporting students’ academic success and ensuring that they fully benefit from the wealth of digital information available to them. The findings of this study provide a foundation for future research and practical interventions aimed at improving e-resource usage in academic settings. 6. Conclusion This study highlights the critical role of awareness and digital literacy in the effective utilization of electronic resources (e-resources) among university students. At Ogongo Campus, the availability of e-resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar presents a significant opportunity for students to enhance their academic work. However, the findings indicate that the full potential of these resources remains untapped due to several challenges, including limited awareness, inadequate digital literacy, and infrastructural barriers. The research underscores that while some students are aware of and actively use the available e-resources, a substantial portion of the student population remains either unaware or unable to effectively access these tools. This gap is largely attributed to insufficient promotion of e-resources, lack of structured orientation and training programs, and technical difficulties associated with accessing digital platforms. To address these issues, the study recommends the implementation of comprehensive library awareness campaigns that go beyond mere introduction and actively engage students in learning about the available e-resources. These campaigns should be continuous, ensuring that new students are informed from the outset of their academic journey and that existing students are regularly reminded of the resources at their disposal. Additionally, integrating digital literacy training into the curriculum, particularly in the early stages of university education, would equip students with the necessary skills to navigate and utilize e-resources effectively. Moreover, improving the technical infrastructure at Ogongo Campus, such as increasing the number of available computers and enhancing internet connectivity, is essential to support students' access to e-resources. By addressing these infrastructural challenges, the university can create a more conducive environment for digital learning and research. Future research could expand on this study by exploring similar challenges in other campuses or institutions. Comparative studies across different educational contexts would provide a broader understanding of the factors influencing e-resource utilization and help develop best practices that can be applied universally. Such research could also investigate the long-term impact of targeted awareness campaigns and digital literacy programs on students' academic performance and engagement with e-resources. In conclusion, while the availability of e-resources at Ogongo Campus offers significant potential to enhance students' academic experiences, realizing this potential requires a concerted effort to increase awareness, improve digital literacy, and address infrastructural barriers. By implementing the recommended strategies, the University of Namibia can ensure that all students are equipped to fully utilize the e-resources available to them, thereby supporting their academic success and contributing to the overall enhancement of the educational environment. Declarations Declaration of Competing Interest The authors declare that the research was conducted without any financial assistance that could be construed as a potential conflict of interest. Author Contribution Maggy Amiss Dr Beukes who was my main supervisor for my research project was responsible for guiding me and coaching me through my entire research and with the help of my Co-supervisor Wilhem Dr Uutoni they have done similar work to ensure that I completed my study. 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Oxford South Africa, Cape Town Wilson J (2013) Essential of business research 2nd Ed. A guide to doing your research project. Sage, Los Angelis Yin RK (2009) Case Study Research: Design and Methods. Sage, London Yin RK (2018) Case Study Research and Applications: Design and Methods, 6th edn. Sage, Thousand Oaks, CA Zhang L (2011) Survey on the utilization of NSTL electronic resources in colleges and universities in Wuhan, China. Electron Libr 29(6):828–840 Zohrabi M (2013) Mixed-Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory Pract Lang Stud, 3(2) Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5326175","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":371966670,"identity":"869f0a77-3dea-4a55-9f31-1e54018b0b4d","order_by":0,"name":"Wilka Nandjambi Uukongo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAsElEQVRIiWNgGAWjYHACZjDJT7oWyQaStRgcIFa9wY0cY4OPO2rljG/kHvx0g+GOPFFaEmeeOW5sdiMvWTqH4ZkhQQeaAbUc5m07lrjtRo4BUMthRuK1bJ6RY/wbqMWeKC3JvG01iRskcsxAtiQS1GJ/5lmx4cy2A8YSZ96YWecYHE4mqEWyPXmzxMe2Ojn+9hzj2zkVh20JaoGCw1DagEj1QFBHvNJRMApGwSgYeQAAekU+QP1nBYgAAAAASUVORK5CYII=","orcid":"","institution":"University of Namibia","correspondingAuthor":true,"prefix":"","firstName":"Wilka","middleName":"Nandjambi","lastName":"Uukongo","suffix":""},{"id":371966671,"identity":"4b33b516-7785-4126-9a1f-9842e4e89da0","order_by":1,"name":"Maggy Amiss Dr Beukes","email":"","orcid":"","institution":"University of Namibia","correspondingAuthor":false,"prefix":"","firstName":"Maggy","middleName":"Amiss Dr","lastName":"Beukes","suffix":""},{"id":371966672,"identity":"e257f923-1ead-4405-8289-873a298f7e21","order_by":2,"name":"Wilhem Dr Uutoni","email":"","orcid":"","institution":"University of Namibia","correspondingAuthor":false,"prefix":"","firstName":"Wilhem","middleName":"Dr","lastName":"Uutoni","suffix":""}],"badges":[],"createdAt":"2024-10-24 13:23:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5326175/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5326175/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":70111162,"identity":"1f6fe3c6-cfae-4805-89ff-bcee473989ca","added_by":"auto","created_at":"2024-11-28 12:32:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":429239,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5326175/v1/28d2d572-4aa1-43b0-8164-02dd03218da5.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eAwareness and Usage of Electronic Resources Among University Students: A Case Study of Ogongo Campus, University of Namibia\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe advent and rapid development of Information and Communication Technology (ICT) have significantly transformed the landscape of academic libraries around the globe. Traditionally, libraries served as repositories of print-based resources, where students and researchers physically accessed books, journals, and other materials essential for their academic pursuits. However, with the rise of digital technology, academic libraries have increasingly transitioned to offering electronic resources (e-resources), which include digital books, online journals, databases, and other digital materials. These e-resources have become integral to modern academic environments, providing users with quick and remote access to a vast array of information that supports learning, teaching, and research activities (Ayo-Olafare, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Abinew \u0026amp; Vuda, 2013). Despite the apparent benefits and availability of e-resources, their utilization among students is often suboptimal. This is particularly concerning given the substantial investments made by academic institutions to acquire and maintain these resources. At the University of Namibia (UNAM), for instance, the library has subscribed to various e-resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar, aiming to support the academic endeavors of students and faculty alike. However, as noted by Hamutumwa (2014) and Ndinoshiho (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), the awareness and usage levels of these resources among students remain below expectations. This discrepancy highlights a significant issue: while e-resources are crucial for academic success, their effectiveness is heavily dependent on students' awareness of their existence and their ability to effectively use them.\u003c/p\u003e \u003cp\u003eThe challenge of underutilization can be attributed to several factors, including limited awareness, inadequate digital literacy, and insufficient training on how to access and navigate these resources. For instance, research conducted by Kwadzo (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) and Okiki (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) has shown that students' knowledge of available e-resources significantly influences their usage patterns. Without proper awareness, students may not fully realize the potential of e-resources in enhancing their academic work, leading to a reliance on more familiar but less comprehensive sources of information.\u003c/p\u003e \u003cp\u003eAt the Ogongo Campus of the University of Namibia, these challenges are particularly pronounced. The campus, located in the Omusati Region, offers various programs with a focus on agriculture and natural resources, fields where access to up-to-date information is critical. However, the study conducted at Ogongo Campus revealed that many students are either unaware of the full range of e-resources available to them or lack the necessary skills to effectively utilize these resources. This situation is further compounded by infrastructural challenges such as limited computer access and slow internet speeds, which hinder students' ability to engage with e-resources effectively.\u003c/p\u003e \u003cp\u003eFor example, the study showed that although resources like AGORA, HINARI, and Science Direct are available, their usage is not as widespread as expected. This underutilization is often due to students\u0026rsquo; lack of awareness of these resources or their limited ability to navigate the digital platforms on which these resources are hosted. As a result, students may miss out on critical information that could support their studies, leading to a less enriched academic experience.\u003c/p\u003e \u003cp\u003eThis research seeks to address these issues by exploring how students at the Ogongo Campus perceive and use e-resources. It aims to identify the specific challenges they face in accessing and utilizing these resources and to provide recommendations for improving e-resource utilization. By understanding the factors that influence e-resource usage, this study can contribute to the development of strategies that enhance students' digital literacy, increase awareness of available resources, and ultimately improve academic outcomes. The importance of this study is underscored by the broader implications of digital literacy in today\u0026rsquo;s academic environment. As universities continue to invest in e-resources, ensuring that students are both aware of and capable of using these resources is essential for maximizing the return on these investments. Furthermore, enhancing students' ability to use e-resources effectively can contribute to their overall academic success, equipping them with the skills needed to navigate an increasingly digital world.\u003c/p\u003e \u003cp\u003eIn conclusion, while the shift to digital resources in academic libraries offers significant advantages, these benefits can only be fully realized if students are aware of and able to use these resources effectively. This study at the University of Namibia's Ogongo Campus is a step towards understanding and addressing the gaps in awareness and usage of e-resources, with the ultimate goal of improving students' academic experiences and outcomes.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Introduction\u003c/h2\u003e \u003cp\u003eThe increasing availability and importance of electronic resources (e-resources) in academic libraries have transformed the way students and researchers access information. E-resources include a wide range of digital materials such as online databases, e-journals, e-books, and other digital formats that support academic activities. These resources are essential for supporting research, teaching, and learning in higher education institutions. However, the effectiveness of e-resources is heavily influenced by students' awareness and ability to utilize these tools. This literature review examines the factors affecting the awareness and usage of e-resources among students, with a particular focus on the University of Namibia's Ogongo Campus. The review is structured around the themes of awareness, types of e-resources, usage levels, and the theoretical framework provided by the Technology Acceptance Model (TAM).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Awareness of E-Resources\u003c/h2\u003e \u003cp\u003eAwareness of e-resources is a fundamental factor that determines their usage in academic settings. Without adequate awareness, students may not know what resources are available to them, which can lead to underutilization. Several studies have highlighted the importance of awareness in the effective use of e-resources. Akpojotor (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) emphasizes that students' knowledge of available e-resources significantly impacts their ability to access and use these tools effectively. Similarly, Allen and Weber (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) found that a lack of awareness among doctoral students regarding the specific characteristics of academic journals hindered their ability to fully utilize e-resources for research.\u003c/p\u003e \u003cp\u003eAt Ogongo Campus, awareness of e-resources appears to be limited among students. The research conducted on this campus reveals that many students are unaware of the full range of e-resources available to them, despite the significant investment made by the University of Namibia in providing access to these resources. For example, the study found that although resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar are available, not all students are aware of their existence or how to access them. This lack of awareness can be attributed to several factors, including insufficient promotion by the library, limited training sessions, and a general lack of engagement with digital literacy programs (Ndinoshiho, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). In addition, the study highlighted that students who are aware of e-resources often learn about them through word of mouth or by chance, rather than through structured orientation programs or library awareness campaigns. This unstructured approach to awareness can lead to uneven knowledge distribution, where some students are well-informed about e-resources while others remain in the dark. The importance of structured awareness programs cannot be overstated, as they ensure that all students, regardless of their background or level of digital literacy, have equal access to the information they need to succeed academically.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Types of E-Resources Available\u003c/h2\u003e \u003cp\u003eThe types of e-resources available to students play a crucial role in determining how they are used. E-resources encompass a wide range of digital materials, including online databases, e-journals, e-books, and other digital formats. These resources are designed to meet the diverse information needs of students and researchers across various disciplines.\u003c/p\u003e \u003cp\u003eAt Ogongo Campus, the University of Namibia has provided access to several key e-resources that are particularly relevant to the academic programs offered at the campus. These include AGORA (Access to Global Online Research in Agriculture), HINARI (Health InterNetwork Access to Research Initiative), EBSCOHOST, and Google Scholar. AGORA, for example, provides access to a vast collection of literature in agriculture and related fields, making it an invaluable resource for students studying agricultural sciences. Similarly, HINARI offers access to high-quality research in the health sciences, which is essential for students in related disciplines. However, the availability of these e-resources does not automatically translate into their effective use. The study at Ogongo Campus found that while these resources are available, their usage levels vary significantly among students. Some students frequently use resources like Google Scholar and EBSCOHOST, while others may not be aware of the specialized databases like AGORA and HINARI that are directly relevant to their fields of study. This variation in usage can be attributed to the students' familiarity with the resources, their digital literacy skills, and the perceived relevance of the resources to their academic needs (Muitherero, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFurthermore, the study revealed that the physical and technical infrastructure at Ogongo Campus affects the usage of e-resources. For instance, limited access to computers and slow internet speeds were identified as significant barriers to the effective use of e-resources. These infrastructural challenges can discourage students from using e-resources, even when they are aware of their availability.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 The Technology Acceptance Model (TAM) as a Theoretical Framework\u003c/h2\u003e \u003cp\u003eThe Technology Acceptance Model (TAM) provides a useful theoretical framework for understanding students' adoption and use of e-resources. Developed by Davis (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1989\u003c/span\u003e), TAM posits that two main factors influence users' acceptance of new technologies: perceived usefulness (PU) and perceived ease of use (PEOU). PU refers to the degree to which a person believes that using a particular technology will enhance their performance, while PEOU refers to the degree to which a person believes that using the technology will be free of effort.\u003c/p\u003e \u003cp\u003eIn the context of e-resources at Ogongo Campus, TAM can be used to assess how students perceive the usefulness and ease of use of these resources and how these perceptions influence their usage behavior. The study found that students who perceived e-resources as useful for their academic work were more likely to use them regularly. For example, students who recognized the value of databases like AGORA and HINARI for accessing high-quality research were more inclined to invest the time and effort required to learn how to use these resources effectively. Conversely, students who found e-resources difficult to navigate or who encountered technical barriers, such as slow internet speeds or complicated login processes, were less likely to use them. This aligns with the TAM model, which suggests that perceived ease of use plays a significant role in determining whether a technology will be adopted by users. If students perceive e-resources as cumbersome or difficult to use, they may opt for alternative sources of information that are easier to access, even if these alternatives are less comprehensive or reliable.\u003c/p\u003e \u003cp\u003eThe study at Ogongo Campus also revealed that students' prior experience with digital technologies influenced their perceptions of e-resources. Students who were more familiar with using digital tools and online platforms were generally more confident in navigating e-resources, which positively impacted their perceived ease of use and, consequently, their usage levels.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThis study employs a qualitative phenomenological case study design to explore the lived experiences of students at the University of Namibia's Ogongo Campus regarding their awareness and usage of electronic resources (e-resources). By focusing on the subjective experiences of the participants, the study aims to capture the complexities and nuances of how students interact with e-resources in their academic pursuits. The research involves a purposive sample of 20 students across different academic years and two librarians, ensuring a diverse set of perspectives. Data were collected through semi-structured interviews with librarians, focus group discussions with students, and observations of student behavior in the campus library, providing a comprehensive understanding of the context.\u003c/p\u003e \u003cp\u003eThe data were analyzed using thematic content analysis, identifying key themes such as awareness, challenges in accessing e-resources, digital literacy, and the perceived usefulness of e-resources. The study adhered to strict ethical guidelines, ensuring participants' informed consent, confidentiality, and anonymity throughout the research process. This methodological approach, combining interviews, focus groups, and observations, ensures a robust analysis that offers valuable insights into the real-world experiences of students with e-resources at Ogongo Campus.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003eThe results of this study provide a comprehensive view of the awareness, usage, and challenges associated with electronic resources (e-resources) among students at the University of Namibia's Ogongo Campus. The findings highlight significant gaps in both awareness and utilization of these resources, alongside various barriers that hinder their effective use.\u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Awareness of E-Resources\u003c/h2\u003e \u003cp\u003eThe study revealed that awareness of e-resources among students at Ogongo Campus varies significantly. While some students are aware of the e-resources provided by the university, such as AGORA, HINARI, EBSCOHOST, and Google Scholar, a substantial number of students remain unaware of the full range of e-resources available to them. The awareness levels are particularly low among first-year students, who have had limited exposure to the university's digital offerings. This gap in awareness can be attributed to several factors, including insufficient promotion of e-resources by the library and the lack of structured orientation programs specifically focused on digital resources.\u003c/p\u003e \u003cp\u003eStudents who are aware of e-resources generally learn about them through informal channels, such as word of mouth from peers or incidental discovery while using library computers. The study found that formal awareness campaigns and library orientations, which are intended to introduce students to e-resources, are not as effective as they could be. Many students reported that they did not recall receiving any specific training or information about e-resources during their initial orientation sessions at the university. This lack of structured awareness initiatives has led to a situation where only a subset of the student population is fully informed about the e-resources available to them.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Usage of E-Resources\u003c/h2\u003e \u003cp\u003eDespite the availability of various e-resources, their usage among students at Ogongo Campus is generally low. The study identified several factors contributing to this underutilization, including limited digital literacy, technical challenges, and a preference for more familiar and easily accessible resources.\u003c/p\u003e \u003cp\u003eOne of the key findings is that students often struggle with the technical aspects of accessing e-resources. Many students reported difficulties in navigating the university's online databases, with some expressing frustration over the complex interfaces and multiple login requirements. This technical complexity discourages students from using e-resources regularly, leading them to rely on more straightforward, albeit less comprehensive, resources such as Google searches.\u003c/p\u003e \u003cp\u003eThe study also found that digital literacy levels among students are varied, with some students lacking the basic skills needed to effectively search for and retrieve information from e-resources. This lack of digital literacy is particularly evident among students who have had limited prior exposure to digital tools before attending university. As a result, these students may not fully utilize the e-resources that could significantly enhance their academic work.\u003c/p\u003e \u003cp\u003eAnother factor contributing to low usage levels is the perceived relevance of e-resources. Some students indicated that they did not see the immediate value of using specialized databases like AGORA or HINARI, especially when more familiar tools like Google Scholar appeared to meet their needs. This perception is likely influenced by a lack of understanding of the depth and quality of information available through the university's subscribed e-resources, compared to the broader, less curated content found on general search engines.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Challenges in Accessing E-Resources\u003c/h2\u003e \u003cp\u003eThe study identified several challenges that students face when attempting to access and use e-resources at Ogongo Campus. These challenges can be broadly categorized into infrastructural issues, digital literacy gaps, and insufficient support and training.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003e4.3.1 Infrastructural Challenges\u003c/h2\u003e \u003cp\u003eOne of the most significant barriers to effective e-resource usage is the inadequate infrastructure at Ogongo Campus. Many students reported that there are not enough computers available in the library to meet the demand, particularly during peak hours. This shortage of computers limits students' ability to access e-resources, as many do not have personal devices that can connect to the internet reliably.\u003c/p\u003e \u003cp\u003eIn addition to the lack of computers, slow internet speeds were frequently cited as a major obstacle. Students often experienced long loading times when trying to access online databases or download academic papers, which can be particularly frustrating when working under tight deadlines. The slow internet speeds also make it difficult for students to access multimedia e-resources, such as videos or interactive content, which require higher bandwidth.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003e4.3.2 Digital Literacy Gaps\u003c/h2\u003e \u003cp\u003eDigital literacy, or the ability to effectively use digital tools and resources, is another critical challenge identified in the study. Many students, particularly those in their first and second years of study, reported that they lacked the skills necessary to navigate the university's digital library system. This includes difficulties in using advanced search features, understanding how to filter search results, and accessing full-text articles.\u003c/p\u003e \u003cp\u003eThe study found that these digital literacy gaps are often a result of insufficient training. While the library does offer some training sessions on how to use e-resources, these sessions are not mandatory and are often poorly attended. As a result, students who do not proactively seek out these training opportunities may struggle with using e-resources effectively throughout their academic careers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e4.3.3 Insufficient Support and Training\u003c/h2\u003e \u003cp\u003eThe findings also indicate that the support and training provided by the library are not adequate to meet the needs of the student population. Although the library staff is knowledgeable and willing to assist, students often do not seek help due to a lack of awareness about the available support services or due to time constraints. Moreover, the training programs that are offered are not always tailored to the specific needs of students, particularly those who are less familiar with digital technologies.\u003c/p\u003e \u003cp\u003eStudents expressed a need for more hands-on training sessions that focus on practical skills, such as how to conduct effective literature searches, how to evaluate the credibility of online sources, and how to use citation tools. They also suggested that integrating digital literacy training into the curriculum, particularly in the first year of study, would help to ensure that all students have the necessary skills to use e-resources effectively.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Summary of Findings\u003c/h2\u003e \u003cp\u003eThe results of this study underscore the significant gaps in awareness and usage of e-resources among students at Ogongo Campus. While some students are aware of and actively use the e-resources available to them, many others remain unaware or are unable to effectively access these resources due to various challenges. Infrastructural issues, such as a lack of computers and slow internet speeds, combined with limited digital literacy and insufficient training, contribute to the underutilization of e-resources.\u003c/p\u003e \u003cp\u003eThese findings suggest that there is a critical need for enhanced library awareness campaigns, improved infrastructure, and more targeted training programs to support students in making full use of the e-resources available to them. By addressing these challenges, the university can help ensure that all students have the tools and skills they need to succeed in their academic pursuits.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe findings of this study resonate strongly with existing literature, reinforcing the notion that awareness and digital literacy are pivotal in determining the effective use of electronic resources (e-resources) in academic environments. As highlighted by Kwadzo (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) and Rehman \u0026amp; Ramzy (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), a student's ability to leverage e-resources is closely tied to their awareness of these tools and their competence in using them. This study contributes to this body of knowledge by providing a detailed examination of the specific challenges faced by students at the University of Namibia's Ogongo Campus, particularly in the context of their awareness and usage of e-resources.\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Alignment with Previous Research\u003c/h2\u003e \u003cp\u003eThe study\u0026rsquo;s results are consistent with the findings of previous research, which emphasizes that awareness is a fundamental precursor to the utilization of e-resources. Students who are unaware of the e-resources available to them are unlikely to use these tools, regardless of their potential benefits. At Ogongo Campus, the gap in awareness among students is evident, with many students either unaware of the full range of e-resources available or unsure of how to access them effectively. This aligns with the work of Kwadzo (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), who noted that even in institutions where substantial investments have been made in e-resources, their usage remains suboptimal if awareness is lacking.\u003c/p\u003e \u003cp\u003eMoreover, the study's identification of digital literacy as a critical factor in e-resource usage echoes the findings of Rehman \u0026amp; Ramzy (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), who argued that awareness must be complemented by the ability to navigate and utilize e-resources effectively. At Ogongo Campus, students\u0026rsquo; varying levels of digital literacy significantly influence their interaction with e-resources. Those with higher digital literacy are more likely to use e-resources effectively, while those lacking these skills often struggle, leading to frustration and disengagement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Infrastructure and Access Challenges\u003c/h2\u003e \u003cp\u003eOne of the most significant challenges identified in this study is the inadequate infrastructure at Ogongo Campus, which severely limits students' ability to access e-resources. The shortage of computers and the slow internet speeds are critical barriers that prevent students from fully utilizing the available e-resources. These findings align with earlier studies that have documented similar challenges in other academic settings, particularly in developing countries where infrastructural limitations are more pronounced (Ndinoshiho, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe impact of these infrastructural challenges cannot be overstated. When students do not have reliable access to the necessary technology, their ability to engage with e-resources is fundamentally compromised. This not only limits their academic performance but also exacerbates inequalities among students, particularly those who may not have access to personal devices or alternative internet sources. Improving the infrastructure at Ogongo Campus, particularly by increasing the number of available computers and enhancing internet connectivity, is therefore critical to supporting students\u0026rsquo; academic success.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.3 The Role of Digital Literacy and Training\u003c/h2\u003e \u003cp\u003eThe study also highlights the importance of digital literacy in the effective use of e-resources. Many students at Ogongo Campus lack the necessary skills to navigate online databases, perform effective searches, and retrieve relevant information. This digital literacy gap is a significant barrier to the utilization of e-resources and mirrors findings from other studies that have identified similar challenges in different contexts (Asokan \u0026amp; Dhanavandan, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDigital literacy is not just about knowing how to use a computer; it encompasses a wide range of skills, including the ability to critically evaluate information sources, use advanced search techniques, and effectively manage digital information. The study found that students who possess these skills are more confident in using e-resources and are therefore more likely to utilize them regularly. Conversely, those who lack these skills often find e-resources intimidating and may avoid using them altogether.\u003c/p\u003e \u003cp\u003eAddressing this digital literacy gap requires targeted training programs that go beyond basic computer skills. These programs should be designed to equip students with the specific skills they need to effectively use e-resources for their academic work. The study suggests that integrating digital literacy training into the curriculum, particularly in the first year of study, could be an effective way to ensure that all students develop these essential skills early in their academic careers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e5.4 The Importance of Awareness Campaigns\u003c/h2\u003e \u003cp\u003eThe findings of this study underline the need for more effective awareness campaigns to promote the use of e-resources at Ogongo Campus. While the library currently offers some awareness initiatives, these efforts are not reaching all students effectively. Many students remain unaware of the full range of e-resources available to them, and those who are aware often do not fully understand how these resources can benefit their academic work.\u003c/p\u003e \u003cp\u003eEffective awareness campaigns should be comprehensive and continuous, ensuring that all students are informed about the available e-resources from the moment they enter the university. These campaigns could include orientations, workshops, and regular communication through various channels, such as email, social media, and in-person events. Additionally, making these resources more visible and accessible through user-friendly interfaces and clear instructions could further enhance their usage.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e5.5 Implications for Academic Libraries\u003c/h2\u003e \u003cp\u003eThe findings of this study have significant implications for academic libraries, particularly in the context of developing strategies to increase the usage of e-resources. Academic libraries play a crucial role in supporting students\u0026rsquo; academic success, and ensuring that students are aware of and able to use e-resources effectively is central to this mission. This study highlights the need for libraries to take a more proactive approach in promoting e-resources and providing the necessary training and support to students.\u003c/p\u003e \u003cp\u003eLibraries should consider implementing targeted interventions, such as personalized training sessions, peer-led workshops, and enhanced online tutorials, to address the specific needs of students with varying levels of digital literacy. Furthermore, libraries should work closely with academic departments to integrate e-resource training into the curriculum, ensuring that all students receive the support they need to develop their digital skills.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e5.6 Recommendations for Future Research\u003c/h2\u003e \u003cp\u003eWhile this study provides valuable insights into the awareness and usage of e-resources at Ogongo Campus, there is a need for further research to explore these issues in greater depth. Future studies could examine the long-term impact of enhanced awareness campaigns and digital literacy training on e-resource usage. Additionally, research could explore the specific barriers faced by students in different academic disciplines, as well as the role of faculty in promoting e-resources.\u003c/p\u003e \u003cp\u003eMoreover, comparative studies involving other campuses or institutions could provide a broader understanding of the challenges and opportunities associated with e-resource usage in different contexts. Such research would be valuable in developing best practices for promoting e-resources and supporting students\u0026rsquo; academic success across diverse educational settings.\u003c/p\u003e \u003cp\u003eIn conclusion, this study confirms that awareness and digital literacy are critical factors influencing the use of e-resources at Ogongo Campus. The challenges identified\u0026mdash;such as inadequate infrastructure, digital literacy gaps, and insufficient awareness campaigns\u0026mdash;highlight the need for targeted interventions to enhance students\u0026rsquo; engagement with e-resources. By addressing these challenges, academic libraries can play a pivotal role in supporting students\u0026rsquo; academic success and ensuring that they fully benefit from the wealth of digital information available to them. The findings of this study provide a foundation for future research and practical interventions aimed at improving e-resource usage in academic settings.\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Conclusion","content":"\u003cp\u003eThis study highlights the critical role of awareness and digital literacy in the effective utilization of electronic resources (e-resources) among university students. At Ogongo Campus, the availability of e-resources such as AGORA, HINARI, EBSCOHOST, and Google Scholar presents a significant opportunity for students to enhance their academic work. However, the findings indicate that the full potential of these resources remains untapped due to several challenges, including limited awareness, inadequate digital literacy, and infrastructural barriers. The research underscores that while some students are aware of and actively use the available e-resources, a substantial portion of the student population remains either unaware or unable to effectively access these tools. This gap is largely attributed to insufficient promotion of e-resources, lack of structured orientation and training programs, and technical difficulties associated with accessing digital platforms.\u003c/p\u003e \u003cp\u003eTo address these issues, the study recommends the implementation of comprehensive library awareness campaigns that go beyond mere introduction and actively engage students in learning about the available e-resources. These campaigns should be continuous, ensuring that new students are informed from the outset of their academic journey and that existing students are regularly reminded of the resources at their disposal. Additionally, integrating digital literacy training into the curriculum, particularly in the early stages of university education, would equip students with the necessary skills to navigate and utilize e-resources effectively. Moreover, improving the technical infrastructure at Ogongo Campus, such as increasing the number of available computers and enhancing internet connectivity, is essential to support students' access to e-resources. By addressing these infrastructural challenges, the university can create a more conducive environment for digital learning and research.\u003c/p\u003e \u003cp\u003eFuture research could expand on this study by exploring similar challenges in other campuses or institutions. Comparative studies across different educational contexts would provide a broader understanding of the factors influencing e-resource utilization and help develop best practices that can be applied universally. Such research could also investigate the long-term impact of targeted awareness campaigns and digital literacy programs on students' academic performance and engagement with e-resources.\u003c/p\u003e \u003cp\u003eIn conclusion, while the availability of e-resources at Ogongo Campus offers significant potential to enhance students' academic experiences, realizing this potential requires a concerted effort to increase awareness, improve digital literacy, and address infrastructural barriers. By implementing the recommended strategies, the University of Namibia can ensure that all students are equipped to fully utilize the e-resources available to them, thereby supporting their academic success and contributing to the overall enhancement of the educational environment.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eDeclaration of Competing Interest\u003c/h2\u003e \u003cp\u003eThe authors declare that the research was conducted without any financial assistance that could be construed as a potential conflict of interest.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eMaggy Amiss Dr Beukes who was my main supervisor for my research project was responsible for guiding me and coaching me through my entire research and with the help of my Co-supervisor Wilhem Dr Uutoni they have done similar work to ensure that I completed my study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAina A (2014) Awareness, accessibility, and use of e-resources database at Babcock University, Nigeria\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAkpojotor LO (2016) Awareness and usage of e-resources among postgraduate students of library and information science in southern Nigeria\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAllen N, Weber S (2014) Lack of awareness among PHD students regarding the specific characteristics of journals\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAsokan K, Dhanavandan S (2014) Knowledge and skills in using e-resources among students\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAyo-Olafare O (2020) The influence of electronic resources in academic libraries on. the study and research habits of students\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDavis FD (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEgberongbe HS (2011) Use and impact of e-resources at the University of Lagos, Nigeria\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKwadzo G (2015) Awareness and use of e-databases by graduates of Geography and Resource. 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Theory Pract Lang Stud, 3(2)\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Electronic resources, awareness, usage, digital literacy, University of Namibia, Ogongo Campus","lastPublishedDoi":"10.21203/rs.3.rs-5326175/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5326175/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the awareness and usage of electronic resources (e-resources) among students at the University of Namibia's Ogongo Campus. Using a qualitative phenomenological approach, the research aims to determine the level of awareness, identify available e-resources, assess usage levels, and understand the challenges faced by students in utilizing these resources. Data were collected through focus group discussions, semi-structured interviews, and observations. The findings reveal that while some students are aware of the available e-resources, many struggles with accessibility and usage due to various challenges. The study recommends enhanced library awareness campaigns and training programs to improve students' digital literacy and e-resource utilization.\u003c/p\u003e","manuscriptTitle":"Awareness and Usage of Electronic Resources Among University Students: A Case Study of Ogongo Campus, University of Namibia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-08 19:27:27","doi":"10.21203/rs.3.rs-5326175/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"bbc39341-c0d5-4134-9dc5-0d64c2046d57","owner":[],"postedDate":"November 8th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-12-30T07:38:09+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-08 19:27:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5326175","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5326175","identity":"rs-5326175","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}