Virtual learning: a disruptive service in academic libraries

Abstract

Purpose The purpose of this paper is to present the alignment of disruptive technologies into library and information science (LIS) and libraries as virtual learning spaces during the COVID-19 pandemic lockdown as alternative trajectories to end the disruption caused by the COVID-19; however, the educational systems are still facing challenges in achieving these lofty objectives. Design/methodology/approach A living-lab methodology was adopted for this paper as an innovative approach, in which technologies that are in the development stages or full deployments are integrated with social research design to test the viability of such technologies for the intended purposes. Findings The LIS alignment of virtual learning technologies showed that disruptive technology could benefit academic libraries, with minimum training of staff. However, internet bandwidth, digital divide and lack of built-in functionality on the Zoom, compared with Moodle, for assessment and grading are huge setbacks. Nevertheless, library platforms must be mobile-response and agile software algorithm to include voice-over and voice recognition search functionality to access all the databases. Research limitations/implications For this paper, use of disruptive technology was limited to virtual online learning, Zoom and Moodle; however, the alignment of blockchain and big data and the libraries services was not covered. Practical implications This paper showed that the LIS could mitigate the COVID-19 global pandemic with disruptive IT alignment with learning management systems (LMS) and for the libraries to remain open during the coronavirus lockdown. Social implications Academic libraries can deploy disruptive technologies as virtual library spaces. Originality/value Disruptive technology alignment with LMS as virtual library space was posited for the academic librarians to mitigate the effect of COVID-19 pandemic.