International Conference on Library and Information Management (ICLIM)
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Item The Academic Library Support for E-Learning: Students’ Perspectives and Web Observation(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2021) Perera, W.P.G.L; Suraweera, S.A.D.H.N.In today's digital age, ICTs have become an influence for the education sector, which has created exceptional learning experiences through virtual platforms. E-learning is capable of widening access materials, equality, reducing cost, improving quality, flexibility and maintaining interactive learning in university education. University education is geared towards teaching, learning and students are adept at new knowledge and information. Academics and information professionals help them develop information to enhance their knowledge in specific areas. The academic library is the largest provider of educational information and resources. In the e-learning context, the university library has a huge role and should directly support the educational process as well as research by providing facilities. University libraries continue to offer services that build on traditional learning. It also needs to improve how we support virtual users. Digital natives tend to learn virtually, and library services need to expand to support them. This study was conducted in advance of the COVID-19 pandemic to determine the status of academic library support and e-learning initiatives from a student perspective. The quantitative methodology was applied with the data gathering through a questionnaire from undergraduates. However, e-learning has rapidly changed in response to the COVID-19 pandemic. It has also resulted in a sudden transformation of library services. To validate the study results, of the research, the web observation has been added and to determine the recent development of library support for e-learning. The results of the study show that students expect library services through multimedia mode and expect on-line guide sessions on the use of modern technological facilities, information retrieval facilities for distance learning. It appears that the user expects to have access to information in a highly flexible and timely manner.Item Acceptance and Usage of Moodle Learning Management System among Academics in the University of Kelaniya(3rd International Conference on Library and Information Management, Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2019) Wickramasinghe, D.; Suraweera, S.A.D.H.N.The purpose of this research is to analyze acceptance and usage of Moodle Learning Management System (LMS) amongst academics in a selected public university. 71 academics were responded from four faculties i.e. Social Sciences, Humanities, Commerce & Management Studies, and Computing and Technology in the University of Kelaniya. The printed questionnaires as well as online questionnaires were distributed among the lectures. The findings reveal that a gap between high acceptance and low actual usage. Technology Acceptance Model (TAM) was the framework used for this study. Finding of this research revealed the hypotheses such as academics’ attitude towards using LMS is influenced by the perceived usefulness. Academics’ behavioral intention to use LMS is influenced by their attitude towards using LMS. Academics’ acceptance of learning management system is high in University of Kelaniya. The data revealed that the academics use the LMS more for ‘assignment’. Some activities such as Mootyper, SCORM package, Workshop, Wiki, Survey, Choice and Glossary should be more utilized. The URL was the most used Moodle resource and the least resource was IMS content package. So IMS content package, label should be more utilized and need to conduct proper trainings to get a successful engagement in Moodle LMS.Item User Perception of E-Resources Provided by the Kelaniya University Library: a Case Study(3rd International Conference on Library and Information Management, Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2019) Perera, W.P.G.L.; Suraweera, S.A.D.H.N.This paper aims to identify user perception of the e-resources provided by the University of Kelaniya library with the responses of two user categories. They are students and the academic staff of the university. The study was conducted as a web-based survey method for the academic staff and manual data collection method for the students. The sampling method used for this study is stratified random sampling method to select students and academic staff members from the population. This study has considered participant from five faculties. This is on user perception of e-resources provided by the library. E-resource acquisitions have increased with relating to the users’ demand in academic libraries. That is important for an academic library to acquire and arrange e-resource. Compare to present and past learning styles, e-resources have a major role in the academic process. The university libraries are the main learning resource provider of the university. They have to have the capacity to identify relevant information sources both versions in physical and electronic. This has covered ten parts mainly under the topic of E-resources. They are Arrangements for existing learning resources to support e-learning, New acquisitions to support the e-learning, Available databases related to the various subjects taught at your university, Digital library to support learning and teaching by sharing experts' research experiences and publications, Searching and evaluation facilities through the library website, Electronic resource access and sharing (online), Evaluation of e-resource facilities through the faculty CAL, Access for the university subscribed e-journals, e-books, databases and other course materials, both within and outside the university premises, the self-learning supportive videos / PPT and guidelines provided by the library, the preservation of the electronic resource, and provision to access digitized archives at your libraryItem Information Needs of the Rural Farmers in Kurunegala District in Sri Lanka.(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya,Sri Lanka., 2017) Kumara, A.G.R.P.; Suraweera, S.A.D.H.N.Information is considered as a fundamental resource for the human and their education and other activities including agriculture. However, presently in Sri Lanka there is an ongoing problem with farmers’ up-to-date knowledge on agriculture which affects badly on their agricultural products. Hence, his study aimed to investigate the information needs especially agricultural information needs of the rural farmers in Sri Lanka. This study employed qualitative research methodology and used survey method as a research method. Cluster sampling method has been used to select a study sample which included 100 farmers who lives in Walpothwewa, Dambukele, Weerapokuna, Puwakgahakadawala, Galgoda and Kiniyama in Bingiriya secretariat division in Kurunegala district. Primary date for this study were collected through structured questionnaires and semi-structured interviews. How farmers use different sources of information to fulfill their information needs are also observed by the researcher. This study found that farmers require various types of agricultural information. They are information about varieties of new seeds, pesticide management, livestock management, diseases, and fertility of soil. This study further identified that the rural farmers used some of the common sources of agricultural information such as television, Radio, Newspaper, Leaflet, Agricultural exhibitions and mobile apps to fulfill their information needs. Based on the study findings, it is confirmed that there is a huge demand for updated agricultural information for the rural agricultural community in Sri Lanka. However, due to the lack of relationships between farmers and agricultural officers, farmers not satisfied with getting information via agricultural officers and other relevant authorities. This study recommended that government should take necessary step to improve farmers’ information seeking behavior by conducting workshop, lectures, and active agricultural societies. This study further suggested that elect efficient and talent officials and thereby develop good relationship with farmers to provide relevant information when necessary. Moreover, electronic media can also play a vital role for fulfilling agricultural information needs rural farmers in Sri Lanka.Item Design and development of a desired Graduate Profile (GP) for the BA (Honors) Degree program in Library and Information Science (BLISC) conducted by the Department of Library and Information Science (DELIS), University of Kelaniya, Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Weerasooriya, W.A.; Weerasinghe, M.K.; Wanigasooriya, Priyanwada; Piyarathana Thero, Lagumdeniye; Suraweera, S.A.D.H.N.; Chamara, K.A.T.The principal objective of this paper is to explore the design and development a Graduate Profile for the BLISC honors degree, at the DELIS, University of Kelaniya, Sri Lanka and to map it with the K-SAM model (Knowledge is what student can and should know, Skills is what they can and should do, Attitude is how they think and behave and should, Mindset is how they perceive and should perceive the world) developed by the University Grants Commission (UGC) Sri Lanka. Graduate Profiles are the descriptions of attributes like the knowledge, skills, attitudes and behavioral elements (characteristics, qualities, ethics and norms, way of behavior, vision, mission, mindset, world of work are also considered) which a parent university or the educational authority expects from its graduates through the contact and non-contact hours with a view to position these graduates as universal citizens recognized with competent, social, cultural, good mannered, employable and environment friendly groups fitting local, regional, national and international demands and requirements. This is a result of a qualitative study performed on the basis of action research, content, needs and SWOT analysis and observation and experience matching and also of an ongoing study covering the BLISC degree program and its undergraduates. All the local and foreign curriculum standards relevant to study were also used. The 14 attributes expected from the BLISC Graduates are the 1.Subject Knowledge Capable (K), 2.Skilled (S), 3.Behavior Changer (A), 4.Information Literate and Lifelong Learner (SAM), 5.Language and Communication Competent (SAM), 6.Researcher and Scholar (SAM) 7.Analytical and Critical Thinker (SM), 8.Agent of Attitudes (A), 9.Planner and Time Manager (SA) 10.Problem Solver (SAM), 11.Environment and Social Friendly Group (AM) 12.Courageous Leader (SA) 13.Honest and Cultural Obedient Person (AM) 14.Dedicated Serviceman (K-SAM) and the final goal expected from GP is to develop a Visionary Global Citizen. How the BLISC undergraduates realize the major domains of K-SAM developed by the UGC are marked and mapped with the 14 attributes of the proposed GPabove. The attributes are mapped and embedded in the BLISC Degree program. There are altogether 42 study units in the curriculum and out of that, 26 are theory papers, 11 independent assignment based units, three practical or laboratory based units, 01 industrial training unit and the independent dissertation, altogether 42 units positioning in total 123 credits. While total study units attempt to inculcate the Knowledge domain of the undergraduates, 22 units develop Skills and 08 address the Attitudes and 6 units focus the Mindset domain. The dissertation and the industrial training units both play a major role in K-SAM. In addition to the BLISC curriculum, the field trip, library workshop method, Library and Information Science Student Association, three students’ societies namely English, IT and Library and all other creative and social functions like Teachers Day have been planned to improve these four domain K-SAM introduced by the UGC. Everything is directed to achieve the objectives of the GP.Item Introduction of Assignment Assessment System for Higher Education in Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Suraweera, S.A.D.H.N.; Weersooriya, W.A.; Weerasinghe, M.K.The Sri Lanka Qualifications Framework (SLQF) has been introduced into the Higher Education sector for improving many vital aspects of learning and assessing the learning process. In response to this framework, assessment procedures must be included when the syllabus is designed. However, in the syllabus it only explains methods of evaluation and allocation of marks as an assessment procedure (See Table 1). Methods of Evaluation Allocation of marks Examination 75% Assignments/Performances 20% Attendance 05% Total 100% Table 1 – Example for Assessment Procedure It does not clarifies assessment criteria and therefore students do not know what exactly his or her lecturer expects from them to gain 20% of marks from total for his or her assignment. On the other hand absence of proper assessment criteria may also impact on lecturer when he or she mark the assignment. This study fills these gaps by introducing rubrics. Rubrics have become popular with academics especially in developed countries like New Zealand as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products. Heidi Andrade defined rubric as “a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor”. Rubrics can be used to grade student work but they can serve another, more important, role as well. For example, Rubrics can teach as well as evaluate. When used as part of a formative, student-centred approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students should be able to use rubrics in many of the same ways that teachers use them—to clarify the standards for a quality performance, and to guide ongoing feedback about progress toward those standards. Introduction of said assignment assessment system have implications for academics in higher education and practice in the forms of development of policies.