Information behaviour in an online university

Abstract

Distance learning is a growing trend around the world, one which will only increase over the next few years, especially in the university and lifelong learning context. In distance learning education, access to digital information resources is crucial. Therefore, libraries must adapt so they are able to provide quality digital information resources that support the distance learning process. Understanding distance learners’ and distance teachers’ digital information behaviour allows us to better organize digital information resources and services and improve users’ digital empowerment. We explain how faculty and students in an online university use the digital information landscape to access the resources they need for their academic and personal activities. The aim is to discover what motivates them to use or not use certain resources. The results of a qualitative study based on in-depth interviews (N = 34) with students and teachers at an online university in Spain show that, whilst the institutional library, embedded in the online classroom, is used, social media networks are not heavily used for academic purposes. Both students and faculty are affected by information overload phenomena, which affects their behaviour. Finally, the human support provided as well as certain types of person-to-person contact, such as self-awareness, confidence, and relationships, which affect learning, are important in distance learning. Enhancing information filters, visualization tools, and personal assistance from information providers is recommended. Furthermore, digital literacy courses should be used to improve digital reading skills, considering emotional factors.