Access To Online Resources Research Articles

Nutritional Education Needs and Preferences of Sports Volunteers: Access, Expectations, and Forms of Support.

The aim of this study was to analyze the needs and preferences of sports volunteers regarding nutritional education, with particular emphasis on the availability of educational materials and expectations towards event organizers. The methodology was grounded in a qualitative approach, employing detailed individual interviews (IDIs) with seventeen volunteers (n = 17) who were actively involved in various sporting events, including races, triathlons, and athletic competitions at local, national, and international levels. This sample size was justified as it was sufficient to achieve data saturation, meaning no new significant themes emerged after these interviews. The results indicate that most participants feel a lack of access to reliable information about nutrition, with 70% (n = 12) indicating a need for educational materials, which limits their ability to make informed dietary decisions. Volunteers expect event organizers to provide educational materials and prefer a variety of practical forms of education, such as interactive workshops and accessible online resources. While the volunteers expressed a desire for improved nutritional education, further investigation is needed to establish a direct link between this education and potential enhancements in their performance and well-being. For this reason, greater attention should be paid to the nutritional education of volunteers, which is a key element of their preparation to work in high-stress and physically intense conditions.

Synthography: A term for synthetically created photo-realistic images

With the advent of AI-generated photorealistic images in easily accessible online resources, synthetic imaging suddenly is widely discussed, obscuring the quiet revolution that has transformed image-making in the digital realm over the last decades. ‘The decisive moment’ has been taken out of the photographer’s hands a long time ago and the numerous automatic mechanisms integrated into the apparatus and the editing pipeline question the idea of sole authorship. This reassessment and re-evaluation of photographic images demands for a precise, differentiated description for images that are not produced by optical means. Therefore, the term synthography determines the essence and origin of the photorealistic, artificially created image.

Learning experiences from an online QI fellowship programme during COVID-19 – a qualitative study

BackgroundDuring the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual—or online—classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London’s (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows’ learning experience.MethodsWe explored the experiences of two cohorts of programme Fellows (n = 18, 2020–2021 and n = 15, 2021–2022) with focus groups, analysed under a constructivist qualitative research paradigm.ResultsThe two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time).ConclusionDespite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond.

Kruskal Wallis and mRMR Feature Selection based Online Signature Verification System using Multiple SVM and KNN

Signature verification is a very important research area. Signature has been widely accepted as a person authentication method for centuries. It is mostly used in financial transactions, document authentication and agreements. It is more susceptible to being forged than any other biometrics. Online signature verification is used in real-time applications like e-commerce, online resource access, online financial transactions, physical access into a restricted area and many more. In order to achieve high efficiency in online signature verification systems, feature extraction and feature selection play a significant role. A suitable signature verification system is needed to prevent forgery and accept the genuine signer. We have extracted 30 global features from all 40 signers for verification. Here, k fold cross-validation technique is used to enhance the model's performance on unseen data. User-specific feature selection and ranking are done using Kruskal Wallis and Minimum Redundancy Maximum Relevance (mRMR) algorithm to hunt which performs better in our case. Kruskal-Wallis method tests if two or more classes have an equal median and gives the value of P based on which discriminative features are selected, whereas the mRMR algorithm ranks the whole feature set according to its importance. It evaluates the relevance of a feature and penalizes redundancy. Finally, multiple SVM and KNN classifiers are trained and tested with various selected features using Kruskal Wallis and mRMR to determine which combination performs best for the online signature verification system. Our model is trained, validated and tested on the SVC 2004 Task 1 database, which consists of skill forgery signatures. Here, one to one verification is done using each user's genuine and skill forgery signatures, which is the hardest to detect. Best average testing accuracy achieved in our case is 90.25% using Weighted KNN and Kruskal Wallis selected 15 features.

‘Why do I listen to this?’ Voices from university students using websites to practice listening comprehension

Technological advancements in the 4.0 era have made it possible for English language learners to access online resources at any moment in any place, including websites that provide learners with a wider variety of auditory inputs. Despite this, some students may find it difficult to navigate independently owing to the vast quantity of websites. This research aims to discover the websites utilized by English major students at a state university in West Sumatra in independent listening practices, as well as their underlying motivations for selecting those websites. Using a qualitative case study, the data were collected using a questionnaire that was administered to 105 fifth-semester university students, and presented according to the frequency. The findings recorded a total of 34 websites used by students for practicing listening to enhance proficiency in deciphering unfamiliar words, acquiring knowledge of English sounds, and comprehending spoken utterances. The students further confirmed that materials found through the sources provided them with a sense of ease in learning. These initiatives demonstrated the students’ proficiency in utilizing technology for additional learning inputs. Nevertheless, the effectiveness of these learning modes still needs to be confirmed as the duration spent by learners may not be sufficient. Further research is recommended to analyze the websites selected by students to provide more tangible evidence regarding the suitability of the material for learning.

Evaluation of online patient education materials for acute myeloid leukemia.

e23135 Background: Acute myeloid leukemia (AML) is the most common adult leukemia, accounting for approximately 80% of all cases. In the modern healthcare landscape, a substantial number of patients turn to online platforms such as Google for information pertaining to their diagnoses and treatment options. This study sought to assess 14 online AML websites for their understandability and actionability using the Patient Education Materials Assessment Tool (PEMAT). Methods: Fourteen patient-facing U.S. online AML websites were searched in Google, selected and analyzed using the PEMAT criteria. The PEMAT rating tool is a freely accessible online resource evaluating print and audiovisual information. The ‘understandability’ section is scored out of 17 possible points and the ‘actionability’ section is scored out of 6 possible points. The websites were rated by two independent reviewers and any discrepancies were discussed. The websites were categorized by Government, Public/Private companies, Patient Advocacy Groups, Professional Societies, and Cancer Centers. Results: The study analyzed 14 websites on AML education material. The mean ‘understandability’ score was 85% ( Range: 79%–92%); Government scored the highest, followed by Professional Societies, Patient Advocacy Groups, Cancer Centers, and Private/Public Companies. PEMAT metric 11 ‘the material provides a summary’ scored poorest across all ‘understandability’ criteria. The mean ‘actionability’ score was 66% ( Range: 56%–90%); Patient Advocacy Groups scored the highest, followed by Professional Societies, Government, Private/Public Companies, and Cancer Centers. PEMAT metric 26 ‘the material uses visual aids whenever they could make it easier to act on the instructions’ scored poorest across all ‘actionability’ criteria. Conclusions: Most of the AML websites analyzed were easy to understand but lacked material that prompts patients to take action. As patients turn to online website sources for information, it is crucial that these education materials provide clear information that patients can appropriately act on. This study highlights an opportunity to enhance online patient education material by adding action-oriented features, such as content summaries, tangible tools, and visual aids. [Table: see text]

Readability of Online Information for Parents Concerning Paediatric In-Toeing: An Analysis of the Most Popular Online Public Sources.

Background Parents often access online resources to educate themselves on their child's condition.In-toeing, also referred to as pigeon toeing, is a common paediatric condition that has a variety of causes and is oftena cause of concern for parents. With the increasing usage of the internet, parents of children with this condition may look to the web for answers.However, to be understood by the average adult, online health information must be written at an elementary school reading level.We hypothesised that currently available online resources regarding in-toeing would score poorly on objective measures of readability and understandability. Methods Patient education materials were identified via three commonly used online search engines (Google.com, Yahoo.com, and Bing.com). The terms "intoeing" and "pigeon toeing" were used for the search. From the top 50 search results, websites were included if directed at educating patients and their families regarding in-toeing. News articles, non-text material (video), industry websites, and articles not related to in-toeing were excluded. The readability was analysed using a specialised website www.readable.com to produce the following three scores: Gunning Fog Index (GFI), Flesch Reading Ease (FRE), and Flesch-Kincaid Grade (FKG). Understandability was calculated using the 19-point Patient Education Materials Assessment Tool (PEMAT). Results After removing duplicates, 84 unique websites were assessed for inclusion. A total of 48 websites and articles (57.14%) met the inclusion criteria. Of note, 23 articles out of 84 (27.38%) were excluded as they were intended for healthcare professionals. The means for the FRE, FKG, and GFI were 57.92 (±12.26), 7.92 (±1.91), and 9.35 (±2.36), respectively. Less than half of online resources had an FRE score at or higher than the recommended reading level for the general population. Mean understandability scores were 69.63% (±11.55%), with only 45.83% of articles being greater than the 70% requirement of adequate understandability. Conclusion Overall, online in-toeing educational materials scored poorly with respect to readability and understandability. Given the popularity of online resources in patient education, we should seek to improve this situation.Articles that are easier to read are thus more accessible to the general public and will aid in the shared decision-making process.Improved patient and parent satisfaction and overall standard of care can be expected.

Addressing the care and information needs of people living with advanced multiple sclerosis

It is estimated that around 40000 people in the UK live with advanced multiple sclerosis (MS). These individuals experience a range of symptoms, and can often have moderate to severe impairment, with extensive care needs. In this article, the MS Trust provides relevant information on how to care for people with advanced MS, provides advice on future planning, and signposts individuals with the advanced MS, as well as their family and carers, to accessible online resources.

An investigation of mHealth and digital health literacy among new parents during COVID-19

IntroductionEspecially during the COVID-19 pandemic, parents were expected to understand increasingly sophisticated information about health issues and healthcare systems and access online resources as a part of their caregiving role. Yet little is known about parents' online digital technology use and digital health literacy skill. This study aimed to investigate parents' digital technology use, their self-reported digital health literacy skill, and demographic information as potential factors influencing their use of digital technologies.MethodsAn online survey utilizing convenience sampling was administered to new parents during the COVID-19 pandemic that inquired about their demographic information, digital technology use, and digital health literacy skills within Ontario, Canada.ResultsA total of 151 individuals responded to the survey; these were primarily mothers (80%) who self-reported as white (72%), well-educated 86%), heterosexual (86%) females (85%) with incomes over $100,00 per year (48%). Participants reported consistent and persistent online activity related to their parenting role and mostly via mobile smartphone devices (92%). Participants had moderate to high digital health literacy skills, greater than the Canadian national average. Almost half of participants reported negative health and well-being consequences from their digital online behaviours. There were no significant relationships between technology use, digital health literacy skill, and demographic variables.DiscussionThe COVID-19 pandemic has reinforced the need for and importance of effective and equitable digital health services. Important opportunities exist within clinical practice and among parenting groups to proactively address the physical and mental health implications of digital parenting practices. Equally important are opportunities to insert into clinical workflow the inquiry into parents' online information-seeking behaviours, and to include digital health literacy as part of prenatal/postnatal health education initiatives.

Examining Digital Literacy Skills Among Gen Z Students of Mizoram University

This study examines Digital Literacy Skills (DLS) among Generation Z or “Gen Z” students and the impact of the Internet in the academic environment. The paper analyses the effects of the Internet on academics and shows how Gen Z students at Mizoram University use their overall proficiency and digital literacy abilities for their studies. A total of 250 Gen Z Students were targeted in the present study. The responders were chosen by using a nonprobabilistic sample. A structured online questionnaire was distributed among students to gather the data. Further, the data was analyzed and scrutinised using SPSS version 26. The study reveals that digital literacy includes the capacity to utilise digital technologies for analysis, research, and communication, access online resources efficiently and critically assess information. However, the Internet emphasises the significance of digital literacy skills among Gen Z. The Internet has significantly impacted the academic environment by opening up access to a large amount of information and encouraging the growth of technological skills.

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

As schools continue to adjust to changing circumstances, it is essential to use strategies that not only help students learn, but also interest and inspire them. More effective and engaging learning experiences can be created with the use of knowledge on how different strategies affect students’ levels of interest. This quantitative study aimed to analyze the interest levels of students in solving mathematical problems as mediated by different teaching ideas/strategies i.e., with gamification, with graphic and visuals, and with digital resources. Likert-scale was used to code and assign weight for the questionnaire. Findings indicated that interest levels of students were high during distance learning because they can access online resources (e.g., search engines, YouTube, e-books) to be used for independent learning. In face-to-face classes, students reported high level of interest in solving mathematical problems if there are learning aids (e.g., graphs, pictures, charts) presented to them and access to online resources. As suggested, teaching strategies require teachers to focus more on visual and online-assisted learning to make students feel interested in solving mathematical problems and in learning mathematical concepts. The findings offered teachers an opportunity to integrate more on innovative teaching through adapting to resources which their students have access to. Such instructional direction required in-depth assessment to establish some novel instructional strategies that stimulate students to learn more.

Implementation of training level-specific self-study guides for diagnostic radiology residents

IntroductionCurrently, there is no universally accepted diagnostic radiology curriculum for self-studying, so diagnostic radiology residents often have a challenging time knowing where to begin their independent studying away from work. In an effort to meet the needs of today's residents, we attempted to provide structured, comprehensive self-studying suggestions in a digestible and personalized format. Materials and methodsEach radiology division attempted to create an optimal learning resource form for the residents to use for self-studying while on each rotation. Each self-study guide included hyperlinks to easily accessible online resources. ResultsTraining level-specific week-by-week recommendations were provided based on the expected types of cases a resident would typically encounter during that timeframe. All of the neuroradiology rotation forms and several of the other subspecialty forms were originally made available to the residents and faculty electronically on July 1, 2022. The forms are now distributed to newly rotating residents on a monthly basis. DiscussionThere is a fine balance between providing residents with comprehensive review material and promoting realistic expectations. In addition, educators must keep in mind financial limitations of their residents and institutions. Learning resources must be affordable to be accessible to all residents. As radiology and technology continuously advance, there will undoubtedly be more and more excellent resources for trainees to learn from. To optimize self-studying, retention of information, and wellness, it is imperative to provide our residents with a structured, personalized, manageable curriculum including easily accessible high-yield resources.

The new checklist to evaluate educational value of YouTube surgical videos of transurethral resection of the prostate.

Transurethral resection of the prostate (TURP) is a widespread, effective way to treat benign prostatic hyperplasia (BPH). Many medical students and junior clinicians increasingly turn to easily accessible online resources to learn this technique, such as videos on YouTube. This study assessed the educational value of YouTube videos about TURP, which are popular among many young surgeons. We searched YouTube as of August 2, 2022 for videos fulfilling the search terms "transurethral resection of the prostate", "benign prostatic hyperplasia", "BPH", "TURP", "benign prostatic enlargement", "bladder outlet obstruction" and "lower urinary tract symptom". We assessed the educational value of the identified videos using a custom-designed checklist. We identified 47 relevant videos, 20 of which were posted after July 1, 2020. The average number of views was 576,379±208,535 (range, 54-1,385,713). The average quality score of the videos was 7.38±2.53 (range, 4-12) on a 15-point scale, and 20 were judged to be of low educational quality. Quality scores correlated positively with the number of likes (R=0.596, P<0.01). The educational value of most TURP videos on YouTube appears to be low, with most lacking detailed explanations of preoperative preparations and the surgical procedure. High-quality video resources about TURP need to be developed for medical students and junior surgeons. Standard quality criteria should also be developed and disseminated to ensure the production of accurate learning resources for junior clinicians.

From Contact to Online Learning in a Crisis

The COVID-19 pandemic caused an abrupt change to the education system as most South African universities were forced to halt all face-toface teaching and learning activities and shift to an online curriculum. This study aimed to provide an initial overview of the online behaviour of second-year South African Auditing students. Using reports from the Learning Management System, it investigated the time taken by students to access online resources, the type of resources accessed and if this behaviour had an association with students’ marks. The analysis revealed that, on average, only 23% of the resources provided were accessed and also provided evidence that students did not access resources promptly. On average it took them 130 days after initial upload to access the online material. Students took longer to access tutorial videos (234 days) than other resources such as lecture videos (89 days). Significant, negative associations were established between student marks, time to access resources, and the percentage of resources accessed. This implies that, while face-to-face and online learning may be substituted for each other in an ordinarily contact university, the efficacy of online resources is dependent on the student’s online behaviour.

Digital poverty in the COVID-19 crisis: Report of the response of a UK further education college library

The purpose of this article is to summarise the response of an academic library in the UK to digital poverty in the COVID-19 crisis. This focuses on the distribution of laptops and dongles to support learners access online sessions and resources. The article reports from the perspective of the Head of Library Service during the project. The article is a short communication which describes what the Library did to distribute equipment during the COVID-19 crisis, in response to a strategic shift to blended learning. The article highlights the effects of digital poverty on education and learning, and how the distribution of over 600 laptops helped address this in our context. The situation forced the Library to innovate with how it organised collections and to adapt our delivery to different groups. The Library worked to develop new ways to hold the data in a more robust way, in order to improve reporting and intelligence. The article presents evidence from learners on the impact of the project on them. The author acknowledges shortcomings in the initial stages of the project and offers some reflections. This was a complex project in a crisis which showcased the value and impact of a library in a crisis. The article highlights how the initial crisis response became part of business as usual when the crisis had passed.

Thinking beyond Chatbots’ Threat to Education: Visualizations to Elucidate the Writing or Coding Process

Despite overwhelming evidence to the contrary, educational practices continue to be predominantly centered around outcome-oriented approaches. These practices are now thoroughly disrupted by the recent accessibility of online resources and chatbots. Among the most affected subjects are writing and computer programming. As educators transform their teaching practices to account for this disruption, it is important to note that writing and computer programming play a critical role in the development of logical and computational thinking. For instance, what and how we write shapes our thinking and sets us on the path of self-directed learning. Likewise, computer programming plays a similar role in the development of computational thinking. While most educators understand that “process” and “outcome” are both crucial and inseparable, providing constructive feedback on a learner’s formative process is challenging in most educational settings. To address this long-standing issue in education, this work presents Process Visualizations, a new set of interactive data visualizations that summarize the inherent and taught capabilities of a learner’s writing or programming process. These visualizations provide insightful, empowering, and personalized process-oriented feedback to learners and help to improve cognitive and metacognitive skills. Likewise, they assist educators in enhancing their effectiveness in the process-aware teaching of writing or computer programming. The toolbox for generating the visualizations, named Process Feedback, is ready to be tested by educators and learners and is publicly available as a website.

GIS-based location analysis for hospital site selection: A case study on National Children&amp;rsquo;s Hospital in Sofia, Bulgaria

The present research investigates the possibilities of the available online resources and GIS analytic tools to facilitate integrating the spatial context in urban and regional planning by testing a GIS-based location analysis that uses widely available data for identifying an appropriate site for National Children&amp;rsquo;s hospital in Bulgaria. The elaborated methodology is easy to use, employs accessible online resources, and could be applied in different scales. The aim is to produce a comprehensible instrument that could be adopted by public authorities and used for informed political decision-making. A series of geospatial analyses are used to evaluate the potential location and its alternatives based on transport accessibility, population density in the service area, and public transport connectivity. The analyses are based on the online resources of Google Maps that are used to evaluate the transport accessibility to all the possible locations using different perspectives. The pedestrian access to public transport is also calculated to assess the different modes of transport available. To assess the locations according to the transport accessibility of the population, tools from ArcGIS Pro Network analyst are used. Accessibility is considered from the patient&amp;#39;s perspective. The results are analyzed to make a supposition of the alternatives and to come up with a conclusion about whether the already chosen location is a sensible choice from a transport accessibility perspective. The outcomes of the research could help policymakers understand some of the spatial complexities associated with the demand and the accessibility dimensions of healthcare access. The article emphasizes the significance of integrating the spatial context in urban and regional planning and the possibilities of the new technologies to facilitate that task. This methodology for location analysis could be also used for other public services and urban-related matters.

Utilization of Online Resources by the Undergraduates at the Institute of Indigenous Medicine: An Online User Survey

The COVID-19 pandemic has fundamentally altered how medical knowledge is transmitted and learned. Due to the virus, universities in Sri Lanka had to close in 2019, which compelled all educational systems to switch to online learning. Both lecturers and undergraduates completed their required curriculum using online resources. There may be another wave of sickness or another tragedy in the future. Also, the pandemic threat is not yet finished. Additionally, in this age, utilizing online resources has become crucial. This study was conducted to identify how undergraduates at the Institute of Indigenous Medicine (IIM), University of Colombo, use online resources for their studies. A survey research design with a random sample technique was used for this purpose. 600 students make up the sample, of whom 100 were randomly chosen from each level, representing the first through final years. Data collection took performed within a month using questionnaires as a tool for data collection. The data were analyzed using descriptive statistical techniques. The study findings showed that the Covid - 19 pandemic caused 57% of undergraduates to switch to internet resources. 32% of undergraduate students turned to online resources due to fuel issues and power cuts. Online materials were accessed from homes by 91% of undergraduates. The majority of them (95%) used mobile devices to access internet resources. For their coursework, 66% of undergraduates accessed online resources. The most popular online resource for completing their information needs was the OPAC of the IIM library. 56% of those surveyed use online resources.The main issue, according to the respondents, was the power cuts when using internet resources. 23% of undergraduates agreed that they lacked the necessary understanding while 54% struggled to locate pertinent information on online sites. Accordingly, the study recommended that the institute improve undergraduate students' ICT skills, build the necessary infrastructure and provide technical support and training programs so that students can access online resources and benefit to the fullest from their education. The advantages and benefits of using online resources should be discussed with students interactively to uplift the Indigenous Medicine field.

Ready? Camera rolling… action! Examining interviewee training and practice opportunities in asynchronous video interviews

Asynchronous video interviews (AVIs) are becoming exponentially more common in the hiring landscape. Despite practical benefits to organizations, research demonstrates potential challenges for applicants, including lower performance in technology-mediated interviews, and a host of negative attitudinal reactions to AVIs. Given this, AVI companies often provide tips for applicants, and applicants often access online resources to improve their performance. To date, we know little about interventions that can mitigate negative applicant reactions and increase applicant performance in AVIs, or the mechanisms involved in such a process. In Study 1, 202 participants from Prolific were randomly assigned to one of the four conditions (in a 2 × 2 experimental design) and completed a 5-question mock AVI, to explore how an AVI training video and practice impacted a host of self-report behavioral (i.e., impression management; IM) and attitudinal (i.e., anxiety, attraction, fairness, usability) outcomes, as well as response length, structure of the response, and interview performance. Results indicated that practice had negligible effects. However, training was positively associated with fairness perceptions (particularly consistency) and interview performance. Moreover, mediation analyses indicated that trained interviewees provided more structured and longer responses, which led to higher performance. Study 2 offered a replication with a sample of 156 active job seekers (senior students and Prolific users). Training was associated with more structured responses, and through this, higher performance. Pre- vs. post-training comparisons for a sub-sample also showed performance improvements. Implications, limitations, and directions for future research are discussed.

Rejuvenating Kenyan Academic Library Services in the post-COVID-19 era

Academic libraries in Kenya have invested heavily in subscribing to electronic resources through the Kenya Library Information Services Consortium (KLISC), an attempt has been made to install relevant technological infrastructure and to some extent ensured the utilisation of digital services and resources to meet the needs of their clientele. However, the COVID-19 pandemic posed a special challenge to physical library services. Academic institutions were forced to close down to reduce the spread of the virus and fully provide their services online. This paper explores the interventions academic libraries applied to provide their services during COVID-19 era with a view of rejuvenating library services in the post-COVID-19 era in Kenya. A systematic literature review was used a methodology for the study. The review of online published articles on academic libraries operations and services provision amidst COVID-19 pandemic was conducted with a view to identifying global interventions to help rejuvenate academic library services in Kenya in post COVID-19 era. Findings of this study shows thatglobally, academic libraries adopted varied online strategies to provide services. Some of these include, document delivery via email, use of VPN to access online resources, mobile apps, web-based live chat, interactive social media platforms and online meeting applications such as google class, google meet, zoom, webinars. The finding provides key insights to varied media utilized in library operations and services. Challenge that hindered optimum utilisation of the service include lack of adequate information technology infrastructure and devices, limited budgets, insufficient digital competences, and inadequate digital policies. This paper recommends development of library digital policies on use of digital resources, re-prioritize enhanced library budgets to increase e-services provision, build capacity of library staff and users and invest in appropriate IT infrastructure in order to reposition library services appropriately in the post COVID-19 era and beyond