The COVID-19 pandemic has disrupted traditional classroom learning in Nigerian universities and prompted the adoption of e-learning as an alternative means of delivering academic content. This research paper aimed to explore the experience of undergraduate students in Nigerian universities during the post-COVID era, with a specific focus on the effectiveness of e-learning. This study employed a quantitative approach. The study population consisted of 237 undergraduate students from seven selected universities in Nigeria. The data was collected using a structured questionnaire. The findings of this study showed that while e-learning has its advantages, it also presents several challenges to undergraduate students in Nigerian universities. Some of the challenges include poor internet connectivity, lack of access to electronic devices, and insufficient training on how to use e-learning platforms. The study recommends that Nigerian universities and the government should invest in improving internet connectivity and power supply to support e-learning; and institutions should provide consistent and comprehensive technical support to all students, ensuring they have the necessary resources and assistance.

The lockdown down of countries has fueled the alternative option of open distance e-learning education because one of the precautions of the coronaviruses is maintaining social distance from one another. Since higher education institutions could no longer function as expected where teaching and learning, research, and other activities could take place, the suggestion of open distance e-learning where students could work from home was adopted. Many educational institutions have leverage online learning platforms in providing vital resources to promote the culture of learning as the world continues to combat the dreaded coronavirus. Open distance e-learning as a strategy for higher education institutions has rescued the academic environment from total paralysis. This paper explores this phenomenon.

The purpose of this study was to investigate MOOCs as an open gateway for ongoing learning opportunities to scholars, institutions, and academics. MOOCs are now being offered in the field of archives and records management (ARM) by several institutions. The justification was the opportunities to ARM institutions in Eswatini since constraints of inadequate ARM lecturers, inadequate education and training institutions, low skills levels, the paucity of funds, and limited infrastructure serve as barriers to the effective delivery of ARM education. This study provides the first perspective from a developing country like Eswatini. It explains the concept of MOOC and its present role in ARM, such that potential intercontinental collaboration could strengthen teaching and research. A survey design was adopted to collect the views of ARM professionals to assess their understanding and interest in MOOCs. The study revealed great interest among ARM professionals regarding further study through MOOCs, although the adoption of this learning method in Eswatini is still a rarity.

Integrating artificial intelligence (AI) into Library and Information Science (LIS) curricula is gaining momentum as scholars engage on the subject. Lots of research publications have emerged on AI in LIS. This chapter conceptualized a theoretical framework that should underpin the AI curriculum for University of Eswatini. The study is anchored on the interpretive research paradigm, which surrounds a systematic literature review. This conceptual study was preliminary, and the researchers hoped that further empirical studies based on the findings of this study could be pursued in the future. This chapter, therefore, addresses the following issues: rationale for integrating AI in the curricula of the University of Eswatini, a theoretical framework for AI curriculum, and prospects for integrating AI into the curricula of the University of Eswatini.

Library and information science (LIS) education in Eswatini is not yet grounded. Although several interventions exist to improve the quality of LIS education in Eswatini, there have not been many attempts to systematically adapt and integrate massive open online courses (MOOCs) in LIS education. This article presents strategies that can be used in Eswatini to adapt and integrate MOOCs to enhance the quality of LIS education. These strategies are the first steps toward assisting higher education institutions in Eswatini to utilize the potential of MOOCs to improve the quality of LIS education.

The conceptualization of digital records curatorship in the archives curriculum in Africa is gaining momentum as scholars engage on the subject. This was accelerated by the development of the workshop on digital curatorship by the International Council on Archives as part of the implementation of the education leg of the African strategy. This paper reports on the journey towards the customization of digital curatorship module in the information science curriculum at the University of Eswatini. The reporting in the paper was mostly informed by the experience from the involvement of the authors in the project.The paper provides a rationale for integrating the workshop in the curriculum of information science at the University of Eswatini. To conceptualize the digital curatorship module in the curriculum, the authors used a conceptual framework scheme by Jacobs which is linked to the theories of Bernstein in terms of vertical and horizontal knowledge. It is concluded that the University of Eswatini still has a long way to go in the development and implementation of a fully-fledged programme in archives and records management. However, the hardest first step taken by the University of Eswatini is acknowledged as a step in the right direction for development of archival curriculum.

The purpose of this study was to investigate MOOCs as an open gateway for ongoing learning opportunities to scholars, institutions, and academics. MOOCs are now being offered in the field of archives and records management (ARM) by several institutions. The justification was the opportunities to ARM institutions in Eswatini since constraints of inadequate ARM lecturers, inadequate education and training institutions, low skills levels, the paucity of funds, and limited infrastructure serve as barriers to the effective delivery of ARM education. This study provides the first perspective from a developing country like Eswatini. It explains the concept of MOOC and its present role in ARM, such that potential intercontinental collaboration could strengthen teaching and research. A survey design was adopted to collect the views of ARM professionals to assess their understanding and interest in MOOCs. The study revealed great interest among ARM professionals regarding further study through MOOCs, although the adoption of this learning method in Eswatini is still a rarity.

Eswatini has been sourcing Library and Information Science (LIS) education from foreign institutions due to a shortage of institutions offering LIS training. The relevance of sending officers for training in other countries has been a great concern for the organizations in Eswatini. The complexity of sending officers out of the country for training have caused problem for many organizations due to their absence from the office. As part of the study, a model was designed for implementation of LIS education in Eswatini in the context of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) platform.

The purpose of this study was to assess the preservation of and access to archives at the eSwatini National Archives (ENA). The study was based on the interpretive research paradigm, which encompasses a systematic literature review. Data were collected through different documents, such as journal articles, web pages, monographs, strategic plans, annual reports and archival legislation, with the latter providing the ENA with a statutory role to manage and preserve public records in the country. The key findings suggest that the ENA is making a remarkable effort in preserving public records. However, there was also evidence of different records preservation challenges for the ENA, including the absence of legislation and policies relating to the management and preservation of records, an inadequate budgetary allocation to support the archival activities, as well as inadequate archives and records preservation training. The researchers recommend the updating of the legislative and policy framework; regular training for archives staff; and soliciting government support for the ENA.

This chapter aims to discuss the potential of digital libraries to offer unparalleled resources for supporting open distance e-learning (ODeL). This chapter addresses and discusses such features as what is meant by ODeL and how it can be supported by the library and the functionality of the digital library, and how ODeL resources are included and organised in the digital library environment. The chapter explores the advantages of digital libraries for ODeL and the types of learning that can be supported by digital libraries. There is surely an interest in the usage of electronic resources for teaching, learning, and research, but this appears to be matched by a lack of awareness of how best to assimilate these resources into ODeL. The chapter provides valuable insight into the role and influence of digital libraries and e-resources on ODeL.

Purpose The study aims to assess the views of archives and records management (ARM) professionals in Eswatini about massive open online courses (MOOCs). The purpose of this study is to explore the potential of MOOCs as open gateways for ongoing learning opportunities to scholars, institutions and academics across the globe. It explores the challenges of providing MOOCs in a developing country such as Eswatini. Design/methodology/approach The study was anchored on the interpretive research paradigm and adopted a qualitative research methodology. The study used maximum variation sampling to identify individuals that would constitute the research sample. The rationale behind this sampling is to obtain participants with a shared experience within a phenomenon but who have some demographic variance. Findings The findings revealed that there was lack of awareness of the potential of MOOCs in revolutionizing the delivery of ARM courses in Eswatini. The findings support the need for higher education institutions in Eswatini to adopt MOOCs to deliver ARM courses. The study revealed that access to internet connectivity was among the key inhibitors undermining the adaptation of MOOCs for the delivery of ARM courses in Eswatini. Originality/value The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of ARM courses in Eswatini. It brings into focus the challenges encountered by ARM institutions in Eswatini in moving towards a MOOC-centric mode of course delivery.

This paper is based on a study that is aimed at developing a framework for quality assurance of Library and Information Science (LIS) education in an Open Distance e-Learning (ODeL) environment. The study was anchored on the interpretive research paradigm and entailed a literature review. LIS, as a field of study that is delivered on an ODeL platform, is proposed for Eswatini. The quality of such a programme is of great concern among stakeholders. This study develops a framework for quality assurance in the development of LIS programmes in an ODeL context in Eswatini.

The dependency by foreign countries institutions such as South Africa, Botswana, and Namibia for library and information science (LIS) training and development of staff members, to acquire higher education, has become expensive and complex for Eswatini government to handle. The expensive nature and complex situation of sending employees out of the country for training has paralysed most of the organisation due to their absence from operations in the office. This study therefore seeks to investigate, developing open distance e-learning curriculum for LIS programme in Eswatini. The University of Eswatini (UNESWA), which is one among other institution of higher learning in the country, does not offer any programme in LIS. Considering this situation in Eswatini, this chapter proposes a framework for developing the ODeL curriculum for LIS. Such a programme could be offered through the UNESWA to accommodate students within and outside the country. Thus, ensuring Eswatini becomes a player in LIS space within the African continent.

Management of e-records has become an exponential factor that requires adequate consideration and planning in this era of digital technology. The use of e-records becomes significant such that e-government must implement its management for good governance in the public sector. As government of Eswatini is pursuing strategies to implement e-government, strategies to enhance the effectiveness of e-government programmes and operation becomes essential. This would help promote transparency, accountability, and good governance using information and communication technologies. The objective of this chapter is to determine infrastructure and strategies for managing e-records in an e-government context, to determine the risks of managing e-records as a strategic resource, and lastly, to look at prospects of e-records management in Eswatini. The chapter reviews the situation in Eswatini, drawing from other cases in the world.

Healthcare providers have, over the years, struggled with the management of patient records. The struggle became exaggerated as information became increasingly large and convoluted. The contemporary healthcare environment is characterised by information overload; without the proper organisation of information resources, access to valuation resources can become an albatross, if not properly managed. Health information is the data associated with the medical ailment of a patient's history, containing symptoms, diagnoses, procedures, and results. Quick access to this vital information may be a life-and-death decision that must not be taken for granted. This chapter aims to investigate how electronic records are managed in a contemporary method as adopted by the University College Hospital (UCH).

This chapter is based on a study whose aim was to assess e-records readiness in Eswatini government ministries with a view to conceptualizing framework for the effective management of e-records as a facilitating tool for e-government. The study mainly used the quantitative research approach, exploiting a survey that utilized a questionnaire as a data collection instrument. The quantitative approach was however, complemented by qualitative approach which utilized observation and interview techniques. The results revealed that the level of e-records readiness in the ministries is at an infant stage and that opportunities for increasing the depth of e-records readiness exist that require resolution. There was evidence of an irresponsive, weak, and disjointed legislative and policy framework on e-records; and a lack of contemporary records management skills. Among other recommendations, the study recommends the improvement of legislative and policy frameworks; regular training for records management staff; and soliciting senior government official support in records management.

Literature review reveals that in sub-Saharan Africa, archives and records management (ARM) education is not yet grounded in institutions for higher learning. In eSwatini (previously Swaziland) the situation is even worse as only one institution of higher learning, the Institute of Development Management (IDM) offers ARM programmes at undergraduate diploma level. This is compounded by a lamentation by the beneficiary of the programme, the eSwatini National Archives (ENA), and the education regulator, the eSwatini Higher Education Council (EHEC), that the programme does not address the public sector's needs in the country and is below the expected standards. Furthermore, the University of eSwatini, which is the biggest institution of higher learning in the country with economies of scale, does not offer any programme in ARM. As a result, organizations in eSwatini either send their records management staff to neighbouring countries such as South Africa, Botswana and Namibia for training, or engage external consultants to conduct in-house training. Sending employees out of the country for training is expensive for organizations and it also paralyses operations during the absence of these staff members. Furthermore, in-house training does not address the in-depth needs and requirements of ARM due to time limitations. In light of this situation in eSwatini, this study proposes a framework for the design and implementation of an open distance e-learning programme on ARM programme. Such a programme can be offered through the University of eSwatini to accommodate students within and outside the country and thus ensuring the eSwatini becomes a player in ARM space within the African continent.