An evaluation of the information needs and practices of part‐time and distance‐learning students in the context of educational and social change through lifelong learning

Abstract

The information needs and practices of part‐time and distancelearning students in higher education (HE) in the UK outside the Open University (OU) have been evaluated. In recent years, the government has pointed out the importance of individuals engaging in lifelong learning initiatives, in order to remain competitive in a globalised economy which draws increasingly on cumulative knowledge creation. In response, the HE sector in the UK offers a growing number of its programmes on a part‐time and/or distance‐learning basis for students who can remain in full‐ or part‐time employment while studying for their qualifications. We trace the history of adult education with its corresponding study modes, and set the experience of students within the wider framework of educational change in the information society. We distributed a questionnaire and conducted telephone and face‐to‐face interviews with a substantial sample of part‐time and distance learners. Based on our research findings, we question whether the information‐gathering practices of part‐time and distance‐learning students best reflect the pedagogical concept of lifelong learning. Our results show that university libraries considered in our sample often do not cater for the specialised needs of part‐time and distance learners, which leads to an increasing use of the Internet and employer resources as a substitute for traditional information channels. Students have major problems coping with the complexity of the WWW, and we make recommendations on how to improve existing information services in HE.