Determinants of e-library services’ use among university students: A study of John Harris Library,University of Benin,Nigeria

Abstract

Provision of e-services in Nigerian academic libraries has been around for some time. However, while studies of user satisfaction with traditional modes of library services in these libraries are countless, those focusing specifically on user satisfaction with their e-services are rare. This study therefore investigated the factors that determine students’ use of and satisfaction with the e-services sponsored by a multinational telecommunication firm in a Nigerian university library. The design for the study was both quantitative and qualitative, involving a multistage sampling technique. A questionnaire was used to sample 400 registered students of the library, while 40 students who are non-users of the library’s e-services were interviewed. The 382 valid responses were analysed statistically while the interview responses were analysed thematically. The study found that among those who use the e-services, their level of use was significantly predicted by all the examined e-library service factors (system quality, service quality and information quality), e-library environment, students’ gender, computer/IT self-efficacy and satisfaction with e-services. However, students who were not using the e-services mentioned the following factors, amongst several others, as responsible: lack of awareness of the services, inadequately skilled ICT manpower to support users, absence of user training, inadequate ICT infrastructures including inadequate Internet access and unreliable campus network. Needed to boost the use of and user satisfaction with the e-services are attention to the services, these resource availability factors and the investigated service delivery factors.

Keywords

E-library services’ use e-service factors e-services’ use electronic library services environmental factor user satisfaction

Background to the study

As technology continues to permeate all aspects of human society, more and more organizations are utilizing the Web, Internet and other ICTs (information and communication technologies) as effective media of service provision and delivery (Lee, 2012). Moreover, the application of ICTs to organizational processes has also enabled digital publishing by organizations to facilitate access to and use of information by their employees and clients on the go. Likewise, libraries are changing in terms of their collections, facilities and services due to changing formats and media in which information can be acquired or provided, alongside changing information-seeking behaviour of their potential patrons and the growing importance of the digital information products and services. In our evolving digital world, libraries can no longer consider themselves as mere storehouses of knowledge in printed publications, but as learning resource centres, and this is especially true of academic libraries (Pujar, 2008). Information needs of users have also become diverse and continue to grow. As a result, libraries are devising diverse modes of service delivery such as the use of electronic services delivered through e-library (or digital library) platforms.

E-library services are electronic services such as e-reference, e-journal access, bibliographic, portal, current awareness services and others provided by libraries to their user communities through the use of information technologies such as the Internet, World Wide Web, information kiosks, mobile devices, and other office technologies. These services aim for wider reach, ease of access to and use of information by existing and new library patrons, and their continuing provision can only be justified when the services are used or consumed by the targeted users. Rowley (2006) asserts that e-services possess two special features – first, technology-mediated or facilitated information services, and second, self-services which the user can access and use with little or no support from service providers such as reference and circulation librarians.

Growth in the number of people in a library’s catchment area or market, and a growing proportion of library patrons who use the provided e-services, and are satisfied with and intend to continue to use the services are some of the important indices for determining whether the e-services provided by libraries are effective or not.

Research problem

Once a library is automated and/or its resources are digitized, users’ expectations in terms of service quality, efficiency and effectiveness increase. However, if the library does not meet these expectations, satisfaction with and subsequent use of the services will decrease and the system can be adjudged a failure. This is one major reason why e-services provided by a library must be assessed in terms of extent of use and satisfaction to ascertain that the objective(s) of initiating and implementing them are being achieved. Furthermore, libraries’ resources could be wasted if such services are not properly utilized. Ultimately, the use of e-library services is not an end in itself but a means to an end which must translate into user satisfaction and goal accomplishment which, in the context of academic libraries, creates positive impacts on the students and staff of their owner institutions and the society at large. The preceding requirements are the motivating considerations for this study.

In order to ensure that e-services provided by libraries are effective and meet users’ information needs, there is need to investigate the factors that promote/inhibit use of these services by existing and potential library patrons. A huge amount of literature exists on e-library research with varying themes such as emerging initiatives, prospects and challenges (Haravu, 2009), digital library models, approaches and functionality (Trivedi, 2010), libraries’ changing roles in the 21st century (e.g. Abubakar, 2011; Negi and Srivastava, 2014; Thamaraiselvi, 2009). However, very few studies exist on academic libraries’ e-services with focus on the role of e-services in libraries’ virtualization processes (e.g. Scupola, 2009), e-services’ quality evaluation and dimensions (e.g. Hernon and Calvert, 2005), students’ satisfaction with libraries’ e-services as well as motivation for use of libraries’ e-services (e.g. Lee, 2007, 2012). However, libraries have been found to concentrate resources on inputs and processes without adequate user studies especially on e-services’ use and satisfaction of their users, thereby often initiating e-services employing user studies based on traditional library services. Furthermore, in view of dwindling budgets in the face of economic meltdowns, libraries must prioritize what e-services will better meet users’ information needs through user studies.

The sparse available literature indicates that despite the avalanche of benefits e-services can offer students in Nigeria’s tertiary institutions, very little research has been done to ascertain the effectiveness of the e-services provided by Nigerian academic libraries. Consequently, there is need to study e-library services’ use trends among students and also identify what factors account for use or non-use of these services and also propose a framework for subsequent evaluation of the much neglected area of students’ use of and satisfaction with e-library services in Nigerian universities. This will provide library managers and tertiary education administrators with the information needed to evaluate and reposition their e-services toward meeting user needs and institutional objectives.

Objectives of the study

The specific objectives of the study are to:

Ascertain students’ level of use of and satisfaction with e-services provided at John Harris Library;

Identify the factors that predict students’ use of e-services provided at John Harris Library;

Identify the constraints to students’ use and non-use of e-services provided at John Harris Library;

Propose a model for assessing e-library services’ use.

Research questions

The following research questions guided this study.

What is the level of students’ use of e-services in John Harris Library?

What is the level of students’ satisfaction with the e-services provided by John Harris Library?

Do students have the adequate computer/IT self-efficacy required to use e-services provided by the John Harris Library?

Hypotheses

The following hypotheses were formulated to guide this study.

There is no significant relationship between system characteristics (system quality, information quality and service quality) and students’ use of e-library services.

There is no significant relationship between user factors (students’ demographics) and their use of e-library services.

There is no significant relationship between the environment as a factor and students’ use of e-library services.

There is no significant relationship between students’ actual satisfaction with e-library services and their subsequent use of e-services.

There are no significant differences in the predictive relationship between students’ use of e-services and the e-service, user, environment and user satisfaction factors.

Literature review

The success of information systems is dependent on use of and satisfaction with the services they provide which, in turn, are dependent on numerous factors as identified by DeLone and McLean (2003), Santos (2003), Rowley (2006), Samarasinghe and Tretiakov (2009), Olatokun and Mala (2012), Saba (2012), Zaied (2012), and Lee (2012). These factors can be broadly categorized into system, environment and users’ characteristics.

Systems’ characteristics include variables that concern system quality (system sophistication, usability, user friendliness, system stability, efficiency, effectiveness, net benefits or outcomes of systems, system security, ease of use, etc.), service quality (promptness, responsiveness, availability, accessibility, flexibility, etc.), and information quality (organization, presentation format, media, timeliness, relevance, accuracy, completeness, currency, usability, etc.). The environmental characteristic, according to Zaied (2012) includes support services, training, availability of computer, power supply, etc., while user characteristics are considered to include gender, level of study, programme of study, self-efficacy, previous experience using the service, and previous use of the system, as well as other demographics which can promote or inhibit use of e-services. These constructs have been harnessed into different models and frameworks which have been used in information systems’ research, including DeLone and McLean’s (1992, 2003) models, Samarasinghe and Tretiakov’s (2009) e-learning success dimensions and determinants, and Zaied’s (2012) proposed integrated systems model.

In the opinion of Petter et al. (2008) and Okiy (2010), fears about economic conditions and increasing competition put pressure on organizations to cut costs, often requiring organizations to measure and examine the benefits and costs of technology in order to know the return on these investments. Petter et al. (2008) further note that the impacts of information technology (IT) are often indirect and influenced by human, organizational, and environmental factors which make the measurement of information systems’ (IS) success complex. It is also noted that while much attention has been drawn to systems’ characteristics as measures of IS success, models of information systems’ success often fail to consider both environmental and human (user) factors as variables in the models.

Research on use of and satisfaction with libraries’ e-services is very crucial for ascertaining the success of e-library services in terms of effectiveness and their continued usage. Wang (2003) concludes that most information systems researchers agree that users’ satisfaction with an information system in terms of the services it provides relates directly with future usage intention. He further asserted that studies on users’ satisfaction with information systems such as libraries and their e-services can be used to take necessary corrective measures to improve them. Zaied (2012) defined satisfaction as an overall affective response to a perceived discrepancy between prior expectations and perceived performance after consumption. In contrast, satisfaction should be judged based on the difference between prior expectations and actual performance after consumption. Thus, if performance after the use of a system or service exceeds expectation before use, one can say that satisfaction has been derived and vice versa. This is why the more satisfied a user is with a service, the greater his desire to continue utilizing the service. It is therefore obvious that use and satisfaction are vital and non-negligible variables in the assessment of the effectiveness of libraries’ e-services in meeting parent institutional goals as well as students’ expectations.

Although very few studies are available on determinants of e-library services’ use, a review of research on such use has shown that e-services evaluation cannot be separated from the information systems through which these services are provided. Related studies such as Lee (2012) ‘academic library e-service user motivation’, Tyler and Hastings (2011) ‘factors influencing virtual library patron satisfaction with online library resources and services’ and Petter et al. (2008) ‘measuring information systems success: models, dimensions, measures and interrelationships’ have shown that numerous factors stemming from an information system, user and the environment are key to determining how the services delivered via information systems are accessed and used. While so much depends on students using e-services to achieve set educational objectives, research (Hernon and Calvert, 2005; Lee, 2012; Rowley, 2006; Santos, 2003; Wang et al., 2012 and Zeithaml and Bitner, 2003) has shown that a significant relationship exists between e-services’ quality, information quality, system quality, learners’ characteristics, environmental factors and learners’ continued intention to use the services of an information system which if negative, might lead to students discontinuing the use of library e-services.

Use according to Petter et al. (2008) refers to the degree and manner in which both staff and users make use of the capabilities of an information system in order to maximize its services in meeting their information needs. As argued from the onset, use is dependent on numerous factors such as system quality which according to Olatokun and Mala (2012) refers to a user’s perception of the system’s performance which is measured in terms of hardware available to the users and the various applications designed for their intended use and needs satisfaction. Petter et al. (2008) opine that system quality refers to the desirable characteristics of an IS which are catalysts in ensuring that services provided by the system are of high quality. In the e-library context, system quality with the above definition entails how efficient and effective all the technological components of an e-library combine to provide quality e-services to information users through quality service delivery. Petter et al. (2008) defined service quality as the quality of the support that system users receive from an IS department and IT support personnel. Zaied (2012) notes that service quality is a measure of how well the service level delivered by an information system matches customers’ expectations. In e-library service research, service quality can be defined within the context of how prompt, responsive, available, accessible and flexible the e-services provided by libraries are to the users. Congruently, Lee (2012) posits that these metrics influence the consumption of e-services provided by an information system and if service quality is high, users will use a particular service with ease and as well derive maximum satisfaction. In agreement with this, Zhang and Prybutok (2005) noted that service quality is a key determinant of use of and satisfaction with e-services provided by an information system. Information quality refers to the desirable characteristics of the system outputs in terms of reports and web pages which should be relevant, understandable, accurate, concise, complete, current, timely and usable (Petter et al., 2008). However, Zaied (2012) asserts that the measures of information quality are context dependent. Saba (2012) posits that information quality has positive effects on system use, which in turn positively affects user satisfaction. In consonance, Allahawia (2013) in his study of factors affecting use of universities’ e-library services revealed that the information quality variables all affect users’ satisfaction with e-services offered by universities’ information systems.

A significant study that considered environment variables as key determinants of an IS use is that carried out by Zaied (2012) on ‘integrated success model for evaluating information system success’. He identified three major sub-variables of the environment – management support, training and user involvement. Management support refers to management’s approval and support not only during but throughout the initiation, implementation and sustenance of an information system, often manifested in terms of funding, staffing, maintenance, evaluation, availability of both human and technological infrastructures that drive the system, etc. It also entails providing the infrastructures that will enhance users’ capabilities in maximizing e-services’ use and satisfaction, as many users often feel they are not adequately supported in their use of IT-based resources and services, a situation which could translate into non-use of available information resources and services. Training has to do with the improvement of staff and users’ understanding of the functionality and operations of the system towards enhancing efficient use of the system by staff, as well as exposing them to the technical details (Otubelu, 2011; Zaied, 2012) toward providing quality services to users. Also, it enhances users’ efficient and effective use of the system’s services towards meeting their needs. Training users to effectively maximize e-services can be another form of support as often times, users may not be skilled enough to put information systems into use to achieve the desired satisfaction. Lastly, user involvement entails the inclusion of the users of the system in the initiation and implementation of the system (Khalil and Elkordy, 2005) which is management’s responsibility. Zaied (2012) states that user involvement needs to be considered in order to know what the needs of the users are, so that the services the system is aimed at delivering can be tailored towards the needs of users. This will promote the use and satisfaction with the systems and also translate into the success of the system.

It is critical to note that while so many researchers (DeLone and McLean, 2003; Eom et al., 2006; Holsapple and Lee-Post, 2006; Saba, 2012 and Zaied, 2012) have identified different variables that determine the use of and satisfaction with the services provided by information systems, and have developed models that explain how these variables interact to determine use and satisfaction, user factors have been neglected. Lee (2012) in her study of academic library e-service user motivation pointed out that the use of e-services is influenced by first, users themselves and the quality of the e-service. No matter how high the quality of e-services provided by libraries is, users will not use such services if their characteristics are not considered in their initiation and implementation. User factors in this context thus include gender, level of study, programme of study, self-efficacy, previous use/experience using the system/service. It is, however, ironical that as significant as these variables may be, literature is sparse in establishing their correlation with use of e-library services and information systems in general.

Computer/IT self-efficacy is the perceived self-worth of an e-service user in terms of capabilities to effectively and efficiently exploit an information system in order to meet his/her information needs. However, Lee (2012) opines that e-library services’ use may be influenced by the service quality of the system irrespective of user self-efficacy as high service quality will invariably lead to satisfaction. While Saba (2012) reports that self-efficacy does not directly determine user satisfaction, but does directly predict the use of an information system to access an e-service, Tyler and Hastings (2011) stressed that students’ satisfaction with e-library services is significantly correlated with their computer use experience, as students with more experience are more satisfied with e-library services.

The need to assess students’ use of and satisfaction with libraries’ e-services becomes pertinent since libraries reside in a competitive environment in which there are many alternative information and knowledge service providers (such as bibliographic and full-text database providers) which users may look to if libraries fail to provide quality and reliable e-services (Lee, 2007). When this happens, the relevance of libraries to academic institutions will certainly erode until they become mere reading rooms or monuments.

Research framework

The framework depicts four groups of variables – system, environment, user and satisfaction, with the variables in each group hypothesized to interact with use of e-services provided by a library. It presupposes that e-library service factors (system quality, service quality and information quality) interplay either individually or collectively to influence e-library services’ use. Also, both user and the environment as factors are presumed to significantly determine the use of an e-library service provided through an IS. However, until use takes place, there cannot be satisfaction as users must first consume an e-service before satisfaction is derived. Consequently, satisfaction is presumed to influence use as positive satisfaction will lead to continuous use, whereas negative satisfaction will lead to discontinued use of the system and the services it provides. This builds experiences from previous use.

In the framework shown in Figure 1, e-library service is seen as a function of system quality (ease of use, user friendliness, system stability, system security, system responsiveness) service quality (availability, accessibility, promptness, flexibility, responsiveness) and information quality (accuracy, relevance, currency, usefulness, format, media). Environmental factor includes support services, training, availability of computers and associated accessories, power supply, etc., while user characteristics include gender, level of study, programme of study, self-efficacy, and experience using the service built from previous use of the system.

Figure 1.

Research model of e-library services’ use and satisfaction.

Methodology

The study adopted an explanatory survey design because of its suitability for collecting data for understanding students’ use of and satisfaction with e-library services. The population of the study consisted of all students registered at the library from which a sample size of 400 students (300 undergraduate and 100 postgraduates) was drawn. The choice of 400 respondents was informed by Gay and Hiason (2003) as cited in Leedy and Ormrod (2005), who asserted that for a population of up to 1500, 50% of the population should be sampled but if the population is beyond a certain point (about 5000 and above), size becomes almost irrelevant and a sample of 400 should be adequate.

A multi-stage sampling technique was used for this study. This allowed the combination of different probabilistic sampling methods in a variety of useful ways that helped to address the sampling needs in the most efficient and effective manner possible, as recommended by Trochim (2006). This triangulation was necessary due to the nature of the population and use characteristics of the respondents for this study. First, the entire student population was divided into strata of those found in the library (specifically those users found in the e-library section) and those who were not. In other to ensure that those found in the library had similar characteristics as those not found, data were collected at different randomly selected weeks, days and time of day. To achieve this, one academic semester selected for the data collection was divided into its 14 weeks, from which two weeks were randomly selected, and then various times of day (early morning, mid-morning, afternoon, early evening) were randomly selected from the 10 working days of the two weeks.

Data were collected from every other student who was found in the e-library section during the data collection periods until the target sample of 300 undergraduate and 100 postgraduate students were sampled and surveyed. In addition, 40 students who confirmed that they had not used or had discontinued using the e-library services were sampled conveniently from the different faculties and departments of the university and interviewed individually to identify the reasons for their non-use behaviour.

The questionnaire and semi-structured interview guide were the instruments for data collection. All items of the constructs (system quality, service quality, information quality, environmental factor, satisfaction and use) were measured at the nominal level using a four-point Likert scale of ‘Strongly Agree’, ‘Agree’, ‘Strongly Disagree’, and ‘Disagree’. To ensure that the questionnaire yielded valid and reliable data, it was assessed for face validity at the initial, modified and pre-test versions. The internal reliability of the pre-test and final versions was then assessed and confirmed adequate through the following Cronbach’s alpha test statistics: system quality (0.866), service quality (0.876), information quality (0.891), environment factor (0.850), use of e-services (0.883), and satisfaction with e-services (0.913). Of all 400 copies distributed to the systematically sampled students, a total of 382 copies (95.5%) were retrieved and found valid for analysis.

Results

Demographic characteristics of the respondents

Table 1 summarizes the demographic characteristics of the respondents.

Table 1.

Demographic characteristics of the respondents.

Demographic characteristics		Responses
Demographic characteristics		Frequency (N=382)	Percentage
Gender	Male	256	67.1
	Female	126	32.9
Level of study	100	47	12.3
	200	69	18.1
	300	104	27.2
	400	61	15.9
	500	13	3.4
	600	3	0.8
	PGD	2	0.5
	Master	72	18.8
	MPhil	2	0.5
	MPhil/PhD	4	1.0
	PhD	5	1.3
Faculty	Arts & Humanities	66	17.3
	Sciences	60	15.7
	Social Sciences	82	21.5
	Basic Medical Sciences	39	10.2
	Engineering & Technology	46	12.1
	Agriculture	36	9.4
	Education	16	4.2
	Pharmacy	28	7.3
	Law	7	1.8
	Information Sciences	2	0.5

Research Question 1: What is the level of students’ use of e-services in John Harris Library?

Table 2 shows that there is high level of use of most e-services provided at the John Harris Library. Highest level of use on a daily basis was recorded by Internet access service (32.7%); closely followed by reprography services (12.8%), e-journal access service (12.8%), online database services (11.8%), OPAC (7.3%), gateway services (6.8%), electronic reference services (5.0%), current awareness services (5.0%), web based services (2.9%) and consortia (inter-library loan) services (0.5%).

Table 2.

Students’ level of use of e-library services.

E-library services used by students	Options	Responses (N=382)
E-library services used by students	Options	Frequency	Percentage
Internet access services	Daily	125	32.7
	1–3 Days/wk	126	33.0
	1–3 Days/2wks	78	20.4
	Monthly	29	7.6
	Never used	24	6.3
Reprography services	Daily	49	12.8
	1–3 Days/wk	87	22.8
	1–3 Days/2wks	65	17.0
	Monthly	113	29.6
	Never used	68	17.8
Access to e-journals	Daily	49	12.8
	1–3 Days/wk	55	14.4
	1–3 Days/2wks	47	12.3
	Monthly	62	16.2
	Never used	169	44.3
Online database services	Daily	45	11.8
	1–3 Days/wk	48	12.6
	1–3 Days/2wks	53	13.9
	Monthly	52	13.6
	Never used	184	48.1
OPAC services	Daily	28	7.3
	1–3 Days/wk	53	13.9
	1–3 Days/2wks	38	9.9
	Monthly	62	16.2
	Never used	201	52.7
Gateway services	Daily	26	6.8
	1–3 Days/wk	41	10.7
	1–3 Days/2wks	29	7.6
	Monthly	52	13.6
	Never used	234	61.3
E-reference services	Daily	19	5.0
	1–3 Days/wk	19	5.0
	1–3 Days/2wks	18	4.7
	Monthly	47	12.3
	Never used	279	73.0
Current awareness services	Daily	19	5.0
	1–3 Days/wk	21	5.5
	1–3 Days/2wks	34	8.9
	Monthly	141	36.9
	Never used	167	43.7
Web-based resources	Daily	11	2.9
	1–3 Days/wk	15	3.9
	1–3 Days/2wks	37	9.7
	Monthly	132	34.6
	Never used	187	48.9
Consortia services	Daily	2	0.5
	1–3 Days/wk	9	2.4
	1–3 Days/2wks	9	2.4
	Monthly	20	5.2
	Never used	342	89.5

Research Question 2: What is the level of students’ satisfaction with the e-services provided by John Harris Library?

Table 3 shows that students are mostly satisfied with Internet access services (80.2%), e-journal access services (72.7%), online database services (68.2%), and library gateway/portal services (66.2%), OPAC services (65.8%), e-reference services (65.1%) and reprography services (60.9%). On the contrary, majority of students (85.1%) are poorly or not satisfied with web-based services closely followed by current awareness services (78.1%) and the inter-library loan service (65.0%).

Table 3.

Students’ level of satisfaction with e-library services.

Students’ satisfaction with e-services	Options	Responses
Students’ satisfaction with e-services	Options	Frequency	Percentage
Internet access services	High	91	25.4
	Moderate	196	54.8
	Low	62	17.3
	Nil	9	2.5
	Total	358	100.0
Online database services	High	33	16.7
	Moderate	102	51.5
	Low	45	22.7
	Nil	18	9.1
	Total	198	100.0
E-journal access services	High	38	17.8
	Moderate	117	54.9
	Low	38	17.8
	Nil	20	9.5
	Total	213	100.0
Gateway services	High	27	18.2
	Moderate	71	48.0
	Low	29	19.6
	Nil	21	14.2
	Total	148	100.0
Reprographic services	High	101	32.2
	Moderate	90	28.7
	Low	48	15.3
	Nil	75	23.8
	Total	314	100.0
E-reference services	High	20	19.4
	Moderate	47	45.7
	Low	20	19.4
	Nil	16	15.5
	Total	103	100.0
OPAC services	High	36	19.9
	Moderate	83	45.9
	Low	45	24.9
	Nil	17	9.3
	Total	181	100.0
Consortia services	High	5	12.5
	Moderate	9	22.5
	Low	10	25.0
	Nil	16	40.0
	Total	40	100.0
Current awareness services	High	17	7.9
	Moderate	30	14.0
	Low	45	20.9
	Nil	123	57.2
	Total	215	100.0
Web-based services	High	15	7.7
	Moderate	14	7.2
	Low	55	28.2
	Nil	111	56.9
	Total	195	100.0

Total represents number of respondents who used a particular e-service.

Research Question 3: Do students have the necessary computer/IT skills required to use of e-services provided by the John Harris Library?

Table 4 shows that majority (68.3%) of the respondents are highly proficient in social media use. More than half (59.9%) are proficient in downloading/uploading of information using the Internet. Also, more than half (58.7%) of the respondents are highly skilled in Internet use. Less than half (48.6%) of the respondents are highly proficient in email use. Over half (71.2%) of the respondents can use the Internet (Wi-Fi/Hotspot) connectivity comfortably (either on high and average proficiency level) while about 82.2% are proficient in MS-Word use either on high or average proficiency level. Over half (54.2% and 55.8%) of the respondents have low/no computer/IT self-efficacy in the use of OPAC and Microsoft Excel.

Table 4.

Students’ computer/IT Skills required for e-library services’ use.

Students’ computer self-efficacy	Options	Responses (N=382)
Students’ computer self-efficacy	Options	Frequency	Percentage
Use of social media	High	261	68.3
	Average	87	22.8
	Low	28	7.3
	Cannot	6	1.6
Downloading/uploading	High	229	59.9
	Average	121	31.7
	Low	29	7.6
	Cannot	3	0.8
Internet browsing	High	224	58.7
	Average	139	36.4
	Low	19	4.9
	Cannot	0	0.0
Use of emails	High	186	48.6
	Average	124	32.5
	Low	56	14.7
	Cannot	16	4.2
Connecting Wi-Fi/hotspot	High	170	44.5
	Average	102	26.7
	Low	79	20.7
	Cannot	31	8.1
Use of MS Word	High	137	35.9
	Average	177	46.3
	Low	47	12.3
	Cannot	21	5.5
Use of OPAC	High	65	17.0
	Average	110	28.8
	Low	130	34.0
	Cannot	77	20.2
Use of Excel	High	55	14.4
	Average	114	29.8
	Low	157	41.1
	Cannot	56	14.7

Test of hypotheses

The hypotheses of the study were tested at the 5% level of significance, and the results are presented below.

H₀1: There is no significant relationship between e-service factors (system quality, service quality, and information quality) and students’ use of e-library services.

This hypothesis was broken down into the following two sub-hypotheses in order to validate it:

H₀1A: There is no significant relationship between e-service factors and students’ use of e-library services.

H₀1B: There is no significant relationship between each sub-variable of the e-service factor (i.e. system quality, service quality, information quality) and students’ use of e-library services.

Table 5 shows the result of the simple linear regression of use of e-library services on the aggregate e-service factor which was performed to test the hypothesis H₀1A. The table shows that there is a significant predictive relationship between the e-library service factor (comprising the compute average of its sub-variables – service quality, system quality and information quality) and students’ use of e-library services (β=0.428, p=0.000). Consequently, the null hypothesis H₀1A was rejected and it was concluded that there is a significant relationship between e-service factor and students’ use of e-library services. The e-service factor explains about 18.1% of the total variation in use of e-library services, as shown by the adjusted R²value of 0.181.

Table 5.

Prediction of students’ use of e-library services by e-service factor.

Coefficients
Dependent variable: e-library services’ use	Unstandardized coefficients		Standardized coefficients	t	Sig.
Dependent variable: e-library services’ use	B	Std. Error	Beta	t	Sig.
(Constant)	11.406	2.480		4.599	0.000
E-library service factor	0.513	0.056	0.428	9.228	0.000

Adjusted R Square = 0.181.

Table 6 shows the result of the multiple linear regression of use of e-library services on the three sub-variables of aggregate e-service factor (i.e. service quality, system quality and information quality) which was performed to test hypothesis H₀1B. The table shows that each of the sub-variables of e-service factor significantly predicted students’ use of the e-library services at the 5% level of significance. However, going by the beta statistics in the table, service quality had the strongest predictive relationship with students’ use of the e-library services (β=0.249), followed by information quality (β=0.131), and then by system quality (β=0.099). Information quality was less strong than service quality probably because the e-library does not itself create any new primary information, as it only serves as a conduit to published primary information in sources in and outside the library. Thus, information quality would be the same to the students whether obtained through or outside the e-library. The result tends to indicate that the students value more the quality of the conduit service that the e-library provides by linking them to the primary sources.

H₀2: There is no significant relationship between user factors and students’ use of e-library services.

Table 6.

Prediction of use of e-library services by sub-variables of e-service factor.

Coefficients
Dependent variable: e-library services’ use	Unstandardized coefficients		Standardized coefficients	t	Sig.
Dependent variable: e-library services’ use	B	Std. error	Beta	t	Sig.
(Constant)	12.327	2.665		4.625	0.000
System quality	0.327	0.248	0.099	1.320	0.018
Service quality	0.791	0.245	0.249	3.225	0.001
Information quality	0.407	0.198	0.131	2.056	0.040

Adjusted R Square=0.180.

The ordinal multiple regression procedure was used to test this hypothesis because the predictor variables were either nominal or ordinal variables. Table 7 shows that only gender and computer/IT self-efficacy have significant relationship with students’ use of e-library services: gender being a weaker (β=0.344, p=0.003) relative predictor of e-library services’ use than computer/IT self-efficacy (β=0.897, p=0.002). The result also shows that all the user variables, including the significant and non-significant one, account for about 12.5% of the total variance in use of e-library services (Nagelkerke R Square=0.125).

H₀3: There is no significant relationship between environmental factor and students’ use of e-library services.

Table 7.

Prediction of students’ use of e-library services by user factors.

Variables in the equation
DV: E-library services’ use	Est.	SE	Wald	Df	Sig.	Exp(B)
Gender: Ref. cat.=female
Male	–1.068	0.359	8.831	1	0.003	0.344
Programme of study: Ref. cat.=Basic Medical Sci			4.154	3	0.245
Education	−0.226	0.744	0.093	1	0.761	0.797
Arts	−0.392	0.417	0.886	1	0.347	0.676
Sciences	−0.772	0.407	3.603	1	0.058	0.462
Level of Study: Ref. cat.=Postgraduate
Undergraduate	−0.608	0.360	2.848	1	0.092	0.544
Computer/IT self-efficacy	–0.109	0.035	9.431	1	0.002	0.897
Previous use experience with e-library service	−0.021	0.128	0.027	1	0.868	0.979

Nagelkerke R Square=0.125.

Table 8 shows that there is a significant relationship between environmental factor and e-library services’ use (β=0.357, p=0.000). The result shows that environmental factor positively predict students’ use of e-library services but explains only about 12.5% of the variance in use of e-library services (Adjusted R²=0.125).

H₀4: There is no significant relationship between actual satisfaction and students’ use of e-library services.

Table 8.

E-library services’ use prediction by environmental factor.

Coefficients
Dependent variable: e-library services’ use	Unstandardized coefficients		Standardized coefficients	t	Sig.
Dependent variable: e-library services’ use	B	Std. error	Beta	t	Sig.
(Constant)	16.079	2.433		6.609	0.000
Environmental factor	0.884	0.119	0.357	7.454	0.000

Adjusted R Square=0.125.

Table 9 shows a weak but significant relationship between satisfaction with e-library services and students’ use of the e-library services (β=0.387, p=0.000). The result also shows that satisfaction explains about 14.8% of the total variance in use of e-library services (Adjusted R²=0.148).

H₀5: There are no significant differences in the predictive relationship between students’ use of e-library services and e-service, user, environment and user satisfaction factors.

Table 9.

Prediction of students’ use of e-library services by satisfaction with the services.

Coefficients
Dependent variable: e-library services’ use	Unstandardized coefficients		Standardized coefficients	t	Sig.
Dependent variable: e-library services’ use	B	Std. error	Beta	t	Sig.
(Constant)	17.143	2.102		8.154	0.000
Satisfaction with e-library services	1.201	0.147	0.387	8.190	0.000

Adjusted R Square=0.148.

The preceding analyses have shown that e-service, environment, satisfaction and some user factors (i.e. gender and computer/IT self-efficacy) individually predict the students’ use of e-library services. However, all the preceding analyses are partial analyses, and there is need to assess and compare the performances of all the factors within a single model, hence, Hypothesis 5. To test this hypothesis, a multi-linear regression of students’ use of e-library services on all the predictor variables in Figure 1 was performed, and the results are reported in Table 10(a)–(c). Table 10(a) shows that all the predictor variables account for about 23.5% (Adjusted R²=0.235) of the variation in students’ use of the e-library services, while Table 10(b) shows that the predictive ability of the variables are robust and not spurious (F_{10, 371} = 12.733, p=0.000). Table 10(c) shows that among the 10 predictor variables, only IT self-efficacy, satisfaction with e-library services and service quality were significant predictors, with IT self -efficacy being the strongest (β= 0.199, t=4.128, p=0.000), and the other two variables about equally next strong.

Table 10(a).

Model summary of linear multiple regression.

Model	R	R square	Adjusted R square	Std. error of the estimate
1	0.505^a	0.256	0.235	11.326
Dependent variable: e-library services’ usePredictors: (constant), previous use experience, information quality, programme of study, gender, ICT self-efficacy, environmental factor, satisfaction with e-library services, system quality, service quality, level of study

Table 10(b).

ANOVA statistics.

Model		Sum of squares	DF	Mean square	F	Sig.
1	Regression	16334.341	10	1633.434	12.733	0.000^b
	Residual	47592.091	371	128.281
	Total	63926.432	381

Table 10(c).

Regression coefficients.

Model	Unstandardized coefficients		Standardized coefficients	t	Sig.
Model	B	Std. Error	Beta	t
(Constant)	1.053	5.494		0.192	0.848
System quality	0.068	0.252	0.021	0.269	0.788
Service quality	0.535	0.249	0.169	2.149	0.032
Information quality	0.182	0.204	0.059	0.897	0.371
Environmental factor	0.079	0.161	0.032	0.489	0.625
Satisfaction with e-library services	0.525	0.195	0.169	2.694	0.007
Gender	−2.163	1.296	−0.079	−1.669	0.096
ICT self-efficacy	0.590	0.143	0.199	4.128	0.000
Programme of study	1.009	3.408	0.032	0.296	0.767
Level of study	−0.299	0.566	−0.058	−0.528	0.598
Previous use experience	−0.227	0.558	−0.019	−0.407	0.684

The results in Tables 10(a)–(c) show that when students’ use of e-library services is regressed on all sub-variables of the e-service, environment, satisfaction and user factors, only three of them – computer/IT self-efficacy, service quality, and satisfaction with e-library services proved to be significant predictors of e-library services’ use. Both system quality and information quality sub-variables of e-service factor, which were individually significant predictors, were no longer significant predictors of e-library services’ use. It should be recalled from Table 6 that service quality was comparatively stronger than both information quality and system quality in that order in predicting e-library services’ use. Similarly, gender, a component variable under the user factor, suffered the same fate. It should also be recalled from Table 7, that gender and computer/IT self-efficacy were individually significant predictors of e-library services’ use compared to the other user factor variables, but in the absence of other factors.

The partial analyses of the individual predictive relationships between each of the four factors (e-service, user, environment, satisfaction), as well as sub-variables under the e-service and user factors, are useful in showing how each of these factors might predict e-library services’ use assuming data in the other factors or sub-variables are not available. However, such analyses are inadequate for validating the comprehensive e-library services’ use model in Figure 1, for which the multivariate analysis performed under Hypothesis 5 is more appropriate. Accordingly, the validated research model arising from the multivariate analysis is shown in Figure 2.

Figure 2.

Validated e-library services’ use model.

Discussion

Findings showed that the level of use of e-library services by students of the university was very high, with Internet access, reprography (printing, scanning and photocopying), e-journal access, and online database access services widely used on a daily and weekly basis. However, the level of use of OPAC, gateway (access through library portals to other information sources), consortia and current awareness services was very low among the students. Wang (2003) posits that the level of e-library services’ use will be high if users derive maximum satisfaction from previous use. Also considered as a possible reason for the high level of use of e-library services is user computer/IT self-efficacy. In this regard, Saba (2012) had posited that though IT self-efficacy does not directly predict satisfaction, it is likely to bear a positive relationship with e-library services’ use. In other words, the more self-efficacious a user is, the higher his/her tendency towards using an information service.

Similarly, Chen (2011) and Ramos and Abrigo (2011) posit that lack of user education inhibits use of e-library services as users who are well sensitized on the availability and use of e-library services become more self-efficacious in the use of the services and are therefore better placed to patronize such services. Conversely, e-library services that are least used are those considered by users as inefficient and/or do not meet their needs (Zaied, 2012). In order to promote the use of the least patronized services, Lee (2012) submits that libraries must through user studies identify e-library services that are very important to their patrons and selectively provide same. Furthermore, Otubelu (2011) posits that one of the numerous ways of promoting e-library services’ use is by exposing students to how best to utilize the services and resources of their institutional libraries through library orientation and compulsory library courses offered as part of the general studies programme.

Students’ level of satisfaction with e-library services was found to be high but only with some e-services such as Internet access, online database access and e-journal access. There was, however, low satisfaction with web-based (e-courseware and e-book access), current awareness and inter-library loan services. Also, students’ computer/IT self-efficacy was high and this probably accounted for their high level of use of some of the e-library services. While Saba (2012) observed that self-efficacy does not directly determine user satisfaction, it might do so indirectly because a user’s perceived self-efficacy with a technology often determines whether he/she will exhibit his/her know-how in the use of a technology, and the correct use of the technology will likely lead to effective use of the e-library services which, in turn, would lead to greater satisfaction. This reason is shared by Zeithaml and Bitner (2003) and Lee (2012). In essence, students with greater computer/IT self-efficacy are likely to be more satisfied than those with lower. While a significant relationship between use and satisfaction has been established in numerous literature, Otubelu (2011) in agreement with Ramos and Abrigo (2011) reiterated that libraries must advance measures to develop users’ IT self-efficacy through e-library services’ user education on existing services in order to positively influence the information seeking choices and preferences of library users. Also, the contents of user training must include use of Internet tools and resources alongside web-based instructions and guides that could supplement conventional user education programmes (Chauhan, 2004).

According to the surveyed non-users of the e-library services, the inefficiency of the e-library system resulting from unreliable network, lack of/inadequate ICT skilled manpower, absence of user training on use of e-library services, restricted Internet access, lack of user awareness of e-library services’ availability for use, inadequate ICT infrastructures, irregular power supply were the factors that accounted for their non-use of e-library services. While the advocacy for libraries beyond borders through the provision of e-library services intensifies among information users (Abubakar, 2011), it is pertinent to note that a large number of library users across the university community are not beneficiaries of these services. Lee (2012) notes that if these services are not well designed, implemented and effectively delivered to the targeted users, there is a tendency that users may look to other information service providers to meet their information needs as well as get value for their money.

As noted by some of the surveyed non-users, gone are the days when a university library had a monopoly of means or points of access to primary published sources of information in its own collections, as the Internet now provides access to more diverse and also quality information and information sources than any library can afford to do. The finding that the e-library’s OPAC and gateway (access through library portals to other information sources) services were not used much shows clearly that students have other online Internet-based catalogues and gateways that they use. Related to this is the finding of Hypothesis 1 that information quality was a weaker predictor of students’ use of the e-library services than system quality or service quality factors, likely because the information sources that students can obtain through the e-library’s OPAC and gateway services are not much different from those that students could obtain through other means. By contrast, as also reported above, e-journal access and online database access services were used widely by the students because the e-library service was probably their only means of accessing these subscription-based information sources. The message is clear: e-library services are likely to be used more when they provide users with services and values that they cannot obtain cheaply elsewhere. Management must therefore redesign e-library services and information products to add value to their services and satisfy the changing information needs of their user communities (McDonald, 2011; Trivedi, 2010).

The study showed that a positively significant relationship exists between an e-service factor, as well as its components (system quality, service quality, and information quality) and use of e-library services by the students. However, service quality has the most influence on use of e-library services which according to Zhang and Prybutok (2005) is a key determinant of use of e-services provided by an information system. Similarly, Qutaishat (2012) noted that service quality is increasingly recognized as an important factor that influences use of e-services provided through information systems of which the e-library is one. This finding found support in Wang (2003) who asserted that the extent of use and continued intention to use an information system’s e-services are greatly influenced by system, service and information qualities of the information system through which these services are provided. The more reliable an information system is in terms of system, service and information qualities, the more such a system will be put into use (DeLone and McLean, 2003; Iivari, 2005; Lee, 2012). Accordingly, Petter et al. (2008) conclude that while some studies that applied the DeLone and McLean (2003) information system model have reported mixed findings concerning the relationships that exist between system factors (system quality, service quality and information quality) and system use, other studies have also shown that these system factors significantly influence e-services’ use, as is also true of this study.

Among the user factors considered as possible significant predictive variables in this study, only gender and users’ computer/IT self-efficacy were found to be individual significant predictors of e-library services’ use among students, while students’ programme, level of study and previous use experience with e-services were not. While literature on the relationship between gender and use of e-library services is sparse, Sanda and Kurfi (2013) posit that being a male or female can to a large extent influence whether an individual will use a technology (in this case, an e-library system) or not. On a general note, studies on use of ICTs have also revealed that males have higher tendencies to use technology-mediated information services than females (Sanda and Kurfi, 2013). However, one should not forget that in the present study, the significant individual predictive relationship between gender and e-services use dropped out in the multivariate analysis performed in the context of Hypothesis 5.

It was found that students who possessed high computer/IT self-efficacy used e-services more than those with lower self-efficacy. This further showed that the students’ self-reported high computer/IT self-efficacy might have been the main or a major determinant of the high level of use of some of the e-library services. Saba (2012) and Zeithaml and Bitner (2003) had posited that a positive correlation is likely to exist between high computer/IT self-efficacy and use of e-services. But Lee (2012) had warned that high computer/IT self-efficacy does not always determine use of e-library services as use may be influenced by the service quality of the system irrespective of users’ self-efficacy.

Students’ programme of study was found to have no significant relationship with e-library services’ use. This found support in Tyler and Hastings (2011) who reported that being in the sciences, arts, medical sciences, engineering/technology, and others does not determine whether an e-library service will be used by a student or not. Students will opt for an e-service if considered the best option to satisfy their information need(s) irrespective of what programme of study they belong to. Although users’ previous use/experience with an e-service was included in this study’s research model as a possible significant predictor of e-library services’ use, the study found no predictive relationship between the two variables. This finding contradicts the assertions of Wang et al. (2012) that users’ intention to continue using an information system’s services can be greatly influenced by their past experiences resulting from their previous use of the system. However, even if students have had a bad previous experience with an e-service, there is a tendency that they will continue using the e-service in the absence of other alternatives or if the IT support staff are there to help.

A significant relationship was also found between environment as a factor and e-library services’ use. E-library services’ use might therefore to a large extent be influenced by environmental variables of an information system. If library management provides the enabling environment for an e-library system in terms of funding, staffing, training, maintenance, user support, evaluation, human and technological infrastructures that drive the system, use of the e-services is likely to grow. Zaied (2012) posits that the extent of support provided in terms of funding, staffing and maintenance have a significant impact on how effective the services provided through an information system will be which invariably also influences the use of the system. Though literature is sparse on the relationship between the environment as a factor and e-library services’ use, findings of this study found support in Khalil and Elkordy (2005), Otubelu (2011) and Zaied (2012) who are of the view that provision of technical support, training, infrastructures, power supply, maintenance, user involvement, service evaluation and repositioning, adequate funding, and other organizational factors will go a long way in promoting use of e-services provided by libraries.

Findings also showed that the reported satisfaction with e-library services significantly predicted students’ e-library services use, and might also influence future usage intention. In light of this, DeLone and McLean (2003) in their updated information system success model stressed this relationship as both process and causal. First, as a process, use is considered to occur before satisfaction is derived. Second, in a causal sense, as users consume a service, they expect a level of satisfaction which if achieved will, it is expected, lead to further consumption (Olatokun and Mala, 2012). On the contrary, when satisfaction is below expectation, subsequent use of the service is negatively affected. While this study focused on actual use, it is believed that derived satisfaction significantly influences future intention to use (Saba, 2012; Wang, 2003), as users will only continue to use e-library services if they are satisfied with the quality of the services provided and vice versa. However, where users have no other service alternatives, they might continue to use such services whether they are satisfied or not, depending on the mandatory or imperative degree of the use.

DeLone and McLean (2003) stressed the need to specify the context in which satisfaction with a service is measured since the criteria upon which an organization may base their satisfaction with a system’s service can be different from those of the users. This study focused on user perspective of satisfaction since they are the actual consumers of the e-services provided by libraries and are in a better position to judge whether the system is effective or not. Consequently, the high level of satisfaction with most of the e-library services as reported by the students further justified their high level of use of e-library services as found out by this study.

Conclusion and recommendations

The findings of this study present several implications both for theory and practice. Academic libraries are platforms for converging technologies and professions in order to deliver effective library services to their multidisciplinary patrons irrespective of time and place (Abubakar, 2011) but such services and the processes through which they are delivered require huge financial inputs. Okiy (2005) posits that libraries are contending with limited funding to meet the ever increasing and varying information needs of their user communities. Consequently, libraries must manage limited resources to deliver the most effective and reliable e-services that will satisfy their users’ needs as failure to do this will compel users to look up to other information service providers to meet their information needs (Lee, 2012).

The study, in line with existing literature (DeLone and McLean, 2003; Holsapple and Lee-Post, 2006; Olatokun and Mala, 2012; Petter et al., 2008; Qutaishat, 2012) on information systems’ use, has revealed that the quality of the information, service and system through which e-library services are delivered as well as satisfaction with the e-services predict and therefore likely to influence the use of the e-services by students. However, other factors such as users’ gender, computer/IT self-efficacy and the environment, as also identified by Lee (2007, 2012), Saba (2012) and Zaied (2012) were also found out to predict e-library services’ use. Consequently, as libraries allocate and concentrate funds on implementing e-library systems, all variables must be given proper and adequate attention in the planning and implementation of e-services, as their mere provision does not guarantee their optimal use, effectiveness and satisfaction of users’ needs. When system/services are poorly planned and implemented and thereby under-utilized, resources that could have been used for other purposes would have been misappropriated.

In order to identify what services are needed most by users as well as promote use and satisfaction, user profiling must be embarked upon (Lee, 2012; Scupola, 2009) which should create a platform where library management meet with users to determine what e-services best meet users’ needs. Such services must be selectively provided by prioritizing the services that are most needed and affordable since funding is limited. Also, libraries must embark on extensive user education to equip users with the requisite skills needed to maximize the use of and satisfaction with the e-services provided (Chauhan, 2004; Chen, 2011; Otubelu, 2011). Furthermore, the continuous evaluation of the e-services provided by academic libraries will, according to Ramos and Abrigo (2011), help to define quality services and introduce new assessment indicators for repositioning library e-services towards effective use and satisfaction. Congruently, Tyler and Hastings (2011) assert that this will ensure that e-services provided are in tune with users’ information needs and properly channel libraries’ efforts toward meeting institutional objectives, help strategize and devise alternative methods for effective delivery of libraries’ e-services where the current methods and media of delivery are inefficient and ineffective (Lee, 2012).

As information seekers become more savvy technologically, the need for libraries and other information services’ providers to implement information systems that provide quick and easy access to information, irrespective of when and where a user places demand for information, becomes paramount if libraries are to retain their users and stay relevant in an information-driven society that has become highly competitive. Such systems must be flexible, readily available, easy to use and robust in terms of the e-services that are delivered to users. Thus, the study highlights the fact that with an effective and efficient e-library, access to quality information via quality e-services will promote quality research, resources sharing and informed decision making among users and library management. A significant contribution to knowledge presented by the study is the user and environment aspects of information systems success evaluation. Proponents of information system success models must begin to rethink the consideration of user and environmental variables alongside system factors in a single model for better evaluation of information systems, as both the environment of an information system and user factors significantly determine the level of use which an information system will be put to, users’ satisfaction and future use intention – all of which are yardsticks for adjudging an IS success or failure.

In conclusion, it is recommended that library managers and administrators draw up policies/frameworks guiding the initiation, implementation and delivery of e-services in order to ensure that the right infrastructures, personnel and services are provided, thus guaranteeing the efficient and effective use of resources. Guidelines for funding, staffing, infrastructural requirements, e-library services’ user analysis and selective provision of e-services, user education, periodic evaluation and maintenance of the e-library system must be outlined and carried out tenaciously. Technical training (in the form of seminars, symposia, workshops, use of library taught in the general studies programme) needed to effectively use these services as well as enhance satisfaction should be given to both staff and users.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Author biographies

Immanuel Ovemeso Umukoro is currently a researcher at the Lagos Business School, Pan Atlantic University, Lagos, Nigeria and doctoral student in Information Systems at the Africa Regional Centre for Information Science (ARCIS), University of Ibadan, Nigeria. He holds a BSc and a Master’s degree in Library Science and Information Science respectively, with growing interests in information systems, management information/decision support systems, development information systems/sources, research methods and data analytics, social informatics and digital financing.

Mutawakilu Adisa Tiamiyu is a Professor of Information Science at the Africa Regional Centre for Information Science (ARCIS), University of Ibadan, Nigeria. He holds Master’s degrees in Economics and Library Science and a doctorate from Western Ontario University, Canada with over 50 publications (local and international). He is a consultant in information systems, economics of information, management information/decision support systems, operations research, business intelligence and data analytics as well as human resources management.

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