Information Services Provided by University Libraries to Support Blended Learning in Selected Public Universities in Kenya
Abstract
Adopting blended learning in higher education necessitates robust information services from university libraries to support students and faculty. This study examined the information services libraries provide to support implementing blended learning in selected public universities in Kenya. The study adopted a descriptive survey design, targeting a stratified sample of 344 respondents comprising librarians, library staff, members of faculty, and postgraduate students from Chuka University, Kirinyaga University, and the University of Embu. Data were collected using semi-structured questionnaires and interview guides and analysed through descriptive statistics and thematic analysis. The findings revealed that virtual reference services and access to electronic resources such as e-books and e-journals were the most prominent library services supporting blended learning, with 67.6% of library staff and 68.4% of postgraduate students affirming the availability of these services. However, digital literacy training and guided support for Open Educational Resources (OERs) were inconsistently offered, with over 30% of respondents reporting limited or no structured programs for enhancing digital skills among users. Variability in service delivery was attributed to disparities in digital infrastructure, staffing capacity, and a lack of standardised service protocols across institutions. The study underscores the pivotal role of information services in facilitating blended learning and recommends enhanced investment in library staff capacity-building, development of institution-wide policies on digital service delivery, and integration of comprehensive user-support programs to bridge the service gaps identified
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