Digital Learning: A Survey of Collaborative Learning Behaviours of Library and Information Science (LIS) Students in Selected Universities in Southwest, Nigeria

Abstract

This study investigates the knowledge management (KM) practices of Library and Information Science (LIS) students in selected library schools in Southwest Nigeria, focusing on six key objectives: knowledge storage and retrieval, knowledge-sharing and collaboration, knowledge application, and knowledge preservation and transfer. A survey assessed students' self-reported practices and confidence levels in KM. Data analysis included descriptive statistics, correlation analysis, and paired sample t-tests. Findings revealed moderate engagement in knowledge storage and retrieval practices (grand mean of 3.0), indicating a need for improvement in tools and techniques. Students demonstrated high knowledge-sharing and collaboration practices (grand mean of 4.0), reflecting effective teamwork and communication. Confidence in knowledge application was high (grand mean of 4.3), suggesting a proactive approach to problem-solving. However, knowledge preservation and transfer practices were less robust (grand mean of 2.7), highlighting a significant need for a better understanding of ethical knowledge management. Correlation analysis showed a significant relationship between KM practices and gender, with positive correlations for knowledge acquisition, sharing, and application. The paired samples test indicated significant differences in KM practices, with knowledge acquisition practices significantly higher than knowledge creation and organization, as well as preservation and transfer practices. Knowledge-sharing and collaboration practices surpassed those of storage and retrieval. No significant difference was found between knowledge application and preservation and transfer practices. The findings suggest areas for further development within the curriculum to improve these essential KM skills.