E-learning in Library and Information Sciences in Cameroon: skill development , occupational integration and problems of visibility: Case Study.

Volume 7, Issue 1, February 2022     |     PP. 33-54      |     PDF (290 K)    |     Pub. Date: January 20, 2022
DOI: 10.54647/education88320    101 Downloads     5108 Views  

Author(s)

Balock Née Ngo Kobhio Louise Lutéine, University of Yaoundé II-Advanced School of Mass Communication, Cameroon

Abstract
While university-level face-to-face training in Library and Information Sciences dates back to the 1990s in Cameroon, e-learning training is lagging considerably behind in terms of take-off. However, results obtained in this discipline by former e-learning learners concerning skills development, vocational integration, or self-employment are encouraging. The observation of the career path of a promotion of former e-learning learners at the Yaoundé Advanced School of Mass Communication is an example. There is diversity in the professional of the academic profiles of the learners at the time of registration. Their motivations are also multifaceted in relation to the choice of training and show that the skills acquired can be useful regardless of professional status or area of activity.But training in this field in e-learning mode in Cameroon still poses many problems, namely the visibility of the training structure among the public. Some institutions and social groups still need to know the usefulness of having well-trained personnel in Library and Information Sciences. As far as the visibility of training structures is concerned, communication tools such as the mass media are not the only means to prioritise. The sociological characteristics of the cameroonian environment requires face to face. For, it is often a question of convincing some social actors or companies to adopt this mode of training. The study, which is partially based on experience and practice offers tools and means that can provide better visibility to the training structure such as a guide of partnerships and suggestions for setting up networks involving the participation of various actors.

Keywords
E-learning-Library and Information Sciences-Cameroon-skills development-occupational integration-Perception of e-learning-Visibility.

Cite this paper
Balock Née Ngo Kobhio Louise Lutéine, E-learning in Library and Information Sciences in Cameroon: skill development , occupational integration and problems of visibility: Case Study. , SCIREA Journal of Education. Volume 7, Issue 1, February 2022 | PP. 33-54. 10.54647/education88320

References

[ 1 ] Onguene Essono, L. M. (2010) .Cameroun: Formation à distance et Internet tous azimuts à l'Université. https://www.researchgate.net/publication/
[ 2 ] Kavitha, V., and Lohamy, R .(2019).A critical study on the use of artificial intelligence,e-learning technology and tools to enhance the learners experience. Https://link.springer.com/article/
[ 3 ] Kattoua,T., Al-Lozi, M., and Alrowwad, A.(2016). A review of literature on e-learning systems in higher education. Journal of business management and economic research,7(5), 754-762.
[ 4 ] Zemengue, J (2014).Forming the system of training of librarystaff in the Republic of Cameroon. PhD Thesis, Belarusian state University of culture and arts.
[ 5 ] Stueart R.D. (2000).The economic crisis and other challenges in accessing sciences and technological information in Asia. 65 th Ifla Council and general conference. https://journals.sagepub.com/doi/10.1177/
[ 6 ] Cameroon-tribune. (2018). Données statistiques sur l’enseignement supérieur. Cameroon-Tribune. 11 Septembre 2018. Https://www.cameroon-tribune.cm/article.html
[ 7 ] Lésel, D.(2019). L’enseignement supérieur en Afrique: Etat des lieux et effectifs. https://www.lafriquedesidees.org/
[ 8 ] Valverde-Berrocoso J., Garrido-Arroyo MDC, Burgos-Videla, Morales-Cevallos M.B.. (2020) Trends in educational research about e- learning: a systematic literature review 2009- 2018. Sustainability, 12 (12): 12-23. https://ideas.repec.org/a/gam/jsusta/
[ 9 ] Sangra, A, Cabrera, N, and Vlachopoulos, D. (2012). Building an inclusive definition of e-learning: an approach to the conceptual framework. International review of research on open and distance learning 13 (2):146-158.
[ 10 ] Duhl I., and Arora, S. (2017). Online learning. International education and research journal, 3(8): 32-33. http://www.ierj.in/
[ 11 ] Nneka Eke , H.((2011). Modeling LIS students intention to adopt E-learning : a case from University of Nigeria, Nsukka. Available at :https://www.researchgate.net/publication/
[ 12 ] Anita Singh & Lata Bajpai.(2017).e-learning for employability skills: students perspective. https://pdf.sciencedirectassets.com.
[ 13 ] Singh, A and Surabhi, S.(2021).Investigating digital learning media for skill development programmes. The online journal of distance education and e-learning, 9(2), 237-246. https://www.tojdel.net/journals/tojdel/
[ 14 ] Kumbhar, R.(2009).Use of e-learning in library and information science education. DESIDOC journal of library and information technology, 29(29): 37-41.
[ 15 ] Unwin, T. (2008) Survey of E-learning in Africa based on a questionnaire survey of people on e- learning Africa database in 2007. https://ahero.uwc.ac.za/ indexphp.
[ 16 ] Depover C., and Orivel, F. (2012). Les pays en développement à l’ère de l’e-learning. Paris: Unesco: Institut international de planification de l’éducation. http://www.iiep.unesco.org/fr/
[ 17 ] Hirsch, S., Faires D. and Hines, A. (2018).Perceptions and viability of launching LIS e- learning programs in developing countrie: a vietnam case study. Https://www.igi-global.com/chapter/perceptions.
[ 18 ] Karsenti, T, Collin, S, et al.(2011). Où va la distance ? Les FOAD leur dynamique et leur contribution en contexte africain. Available at: http://gilleskuitche.e-monsite.com/medias/files/les-formations-ouvertes-a-distance-en-contexte-africain-karsenti-collin.pdf .
[ 19 ] Fonkoua , P., Matchinda, B., et al. (2011) Intégration des TICs au processus enseignement apprentissage au Cameroun. Les cahiers du ROCARE-Cameroun et les éditions terroir. Https://searchworks.stanford.edu/view/.
[ 20 ] Tchameni Ngamo, S., and Karsenti, T .(2015). Intégration des Tics et typologie des usages :perception des directeurs et enseignants des grandes écoles secondaires du Cameroun. https://hal-amu.archives-ouvertes.fr/
[ 21 ] Kisanjara, S B, Tossy, T M, S. Sife, S.Msanjila. (2017). An integrated model for measuring the impacts of E-learning students. International Journal of education and development using information and communication technology, 13 (3): 109-127.
[ 22 ] Radhika, R , Rejitha RS, and Meena Zenith, N. (2020). Perception about E-learning and E-Learning usage in Triviandrum district. International Journal for Research in Applied Science and Engeneering Technology 8 (VIII), 1331-1335.
[ 23 ] El- Seoud, Taj Eddin IATF, El-Khouly M.M.(2015). How to keep learners motivates in an e-learning environment? Conference paper CFET 2015.4p. https://www.researchgate.net/publication/
[ 24 ] Depover C., Glickman V., et al. (2011). Le tuteur en formation à distance : un métier, une identité. In C. Depover, et al., le tutorat en formation à distance. https://www.cairn.info/
[ 25 ] Ngiewih Teke, C. (2012) .Digitalizing learning centents in Cameroon’s higher education : towards standardization : a critical theory course site in the university of Yaoundé I.Bhatter college journal of multidisciplinary studies, 2 : 66-75.
[ 26 ] E-learning Africa. (2020).The effect of Covid 19 on education in Africa and its implication for the use of technology: a survey of the experience and opinions of educators and technology specialists. https://aisa.or.ke/resources/
[ 27 ] Ventolini, S. and Mercier, S. (2017). Le reseau d´anciens diplomés: une ressource stratégique pour les diplomés de l’ Université? Finance, contrôle et stratégie, 20 (2): 1- 20.