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    Adoption of Open Educational Resources (OER) In Promoting Blended Learning at University Libraries in Nairobi County, Kenya
    (KeMU, 2024-09) Nyamboga, Felysta Nyamusi
    There is a lack of consensus in current studies on the extent of Open Educational Resources integration for blended learning in universities and the associated factors. This study investigated the adoption of Open Educational Resources (OER) in promoting blended learning within university libraries in Nairobi County, focusing on the University of Nairobi, Technical University of Kenya, Strathmore University, and Catholic University of East Africa which was informed by a paucity of studies focusing on this population. The study sought to assess the adoption of open educational resources (OER) in blended learning at university libraries in Nairobi County, Kenya, to provide recommendations for improvement. The specific objectives were to evaluate the extent of OER adoption, identify strategies for incorporating OER into blended learning, and determine the success factors and policies supporting OER initiatives. The Diffusion of Innovations Theory, Technology Acceptance Model, and the Institutional Theory provided the theoretical underpinning for the interpretation of the findings. A mixed-methods approach was employed, combining quantitative and qualitative elements in the questionnaire to library staff and qualitative interviews with university librarians involved in OER adoption initiatives. The data collection involved 86 library staff and 4 university librarians. Census method and purposive sampling was employed to get the library staff and university librarians’ respectively. The quality of the data collection tool was achieved by checking the face, content and criterion validity, while reliability was achieved by using Cronbach Alpha Coefficient. The mean and standard deviation were computed to SPSS for descriptive statistics for close-ended questions, while the open-ended questions and interviews were analyzed thematically using NVivo. The data was presented using graphs, pie charts, and tables. The analysis revealed a positive but varied state of OER adoption, with significant differences in awareness and integration efforts across the surveyed libraries with 62.3% indicating adoption to a large extent. The findings showed that the key strategies for incorporating OER included interdisciplinary collaboration (89.8%), investment in technological infrastructure (42% strongly agreed), and the promotion of open pedagogical practices (72.6%). Success factors identified were strong institutional leadership (46.4%), comprehensive faculty development programs (49.3%), and the effective dissemination of best practices. The findings on the policies highlighted presence of but the need for clearer copyright and licensing guidelines, sustainable funding mechanisms, and robust monitoring and review processes. The findings further indicated that while there is a foundational level of OER adoption, significant opportunities exist for enhancement through targeted awareness campaigns, comprehensive training, and strategic investments in technological infrastructure. The study concluded that universities are integrating OER for blended learning, enabled by institutional support, continuous professional development, and clear policies covering different aspects. Based on the findings, universities should enhance awareness campaigns, provide comprehensive OER training, create centralized repositories, foster interdisciplinary collaboration, invest in technological infrastructure, promote open pedagogical practices, ensure strong institutional leadership, implement faculty development programs, review and improve policies, and secure sustainable funding. This research contributes to the understanding of OER integration in higher education and offers practical recommendations for universities aiming to enhance their blended learning initiatives through OER.
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    Analysis of Strategies for Promoting Knowledge Sharing Among Staff at Kenya National Library Service
    (KeMU, 2024-09) Moracha, Sarah Nyanchama
    The study investigated the challenges faced by the Kenya National Library Service (KNLS) in promoting effective knowledge sharing among its staff. Despite various initiatives aimed at enhancing knowledge exchange, gaps in implementation led to inefficiencies and less-than-optimal service delivery. The primary purpose of the research was to evaluate and improve knowledge-sharing practices within KNLS. Specifically, the study aimed to assess the effectiveness of existing knowledge-sharing systems, examine how storytelling and mentorship contribute to knowledge sharing, explore the role of Communities of Practice (CoPs), and evaluate the impact of technology on facilitating knowledge exchange. Guided by Social Learning Theory, which emphasizes learning through social interactions; the Communities of Practice theory, which focuses on collaborative learning in professional groups; and the Technology Acceptance Model, which examines the adoption and use of technology, the study provided a theoretical framework for understanding and improving knowledge-sharing practices. The research employed a descriptive design and was conducted at the KNLS headquarters in Nairobi, along with several branches including Nairobi Area Library, Mombasa Library, Kisumu Library, Nakuru Library, and Eldoret Library. The target population included 223 staff members, comprising librarians, technical staff, administrative personnel, and management. A sample of 123 participants was drawn using stratified and purposive sampling techniques. Data were collected through online questionnaires and interviews, with validity ensured through content, construct, and face validity, and reliability assessed using Cronbach’s alpha. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The major findings of the study highlighted the significance of knowledge-sharing systems, storytelling, mentorship, and technology in fostering a collaborative environment at KNLS. It was found that effective knowledge-sharing systems and the application of storytelling and mentorship significantly contributed to improved staff performance and collaboration. Communities of Practice were instrumental in addressing challenges and sharing best practices but required clearer objectives and more active participation. The study concluded that while KNLS had mechanisms in place for knowledge sharing, implementation gaps existed. Storytelling and mentorship were effective but needed refinement to better support staff development. Communities of Practice contributed positively but needed clearer goals and more engagement. Technology was essential but required better integration and user support. To address these issues, the study recommended that KNLS management develop structured mentorship frameworks and provide regular training to improve mentorship programs. Strengthening Communities of Practice by setting clear, shared goals and fostering active member participation was also advised. Additionally, improving the usability and accessibility of digital tools and providing ongoing staff training were necessary for better technology integration. The study’s most significant contribution is its comprehensive evaluation of knowledge sharing strategies within a national library context. It offers actionable insights into improving knowledge management practices specifically within KNLS and underscores the importance of integrating theoretical frameworks with practical applications to enhance organizational effectiveness.