Innovative Approaches and Programmes Implemented by the National Open University of Nigeria Library to Support Access to Educational Resources for Marginalised Distance Learners

Abstract

This study evaluated the effectiveness of innovative strategies employed by the National Open University of Nigeria (NOUN) Library to support marginalized distance learners in accessing educational resources. Employing a descriptive survey design, data were collected from 335 students across Nigeria using structured questionnaires and analyzed through descriptive statistics. Findings revealed that infrastructural initiatives such as establishing community study centers and expanding ICT infrastructure—like internet hotspots and digital kiosks—were highly effective and well-received, with mean scores of 2.76 and 2.97 respectively. Conversely, strategies related to financial aid and digital literacy training received lower satisfaction and perceived effectiveness, highlighting significant gaps. The results underscored that while physical access and resource availability positively impacted learners, financial constraints and limited digital skills hindered optimal utilization of library services. The study concluded that although NOUN had made commendable progress, enhancing financial support mechanisms and expanding targeted training programs were critical for inclusive access. Recommendations included establishing stronger partnerships with government and non-profit entities to provide subsidies for digital resources, expanding collaborations with public libraries and repositories, and developing comprehensive financial aid initiatives. Addressing these areas would help bridge the access gap, promote digital equity, and foster a more inclusive learning environment for marginalized distance learners, thereby advancing the university’s mission of equitable education