Browsing by Author "Bakare-Fatugase, Oluwabunmi Dorcas"

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    Academic Library Support in a Blended Learning Environment: The Place of Embedded Librarianship
    (2022-02-10) Oladokun, Taofeek Abiodun; Bakare-Fatugase, Oluwabunmi Dorcas; Jatto, Victor Omeiza
    Technology advancement has led to significant paradigm changes in education. The tradition face-to-face learning is now being supplemented, or in some case, replaced by virtual learning leveraging on modern information technology tools. This practice of mixing traditional and technology in teaching and learning is referred to as blended learning. Academic libraries as designated support institutions for academic activities are also expected to come up with strategies to ensure that both teachers and learners have the necessary support to effectively carry out their teaching, learning and research activities as usual. One of the strategies that have been suggested by scholars is embedded librarianship. This paper explores the strategies that can be adopted by librarians in Nigerian academic libraries to ensure that relevant library information resources and services to both students and lecturers, are embedded into the evolving learning environment for both lecturers and students in tertiary institutions.
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    ChatGPT and Other Generative Artificial Intelligence (AI) Tools in Teaching and Learning as Integrative Pathways to Contemporary University Education
    (2023-03-02) Bakare-Fatugase, Oluwabunmi Dorcas; Oladokun Taofeek
    The emergence of artificial intelligence such as ChatGPT and other generative AI tools is redefining the educational landscape. This chapter discusses how ChatGPT and other generative AI tools are used for teaching and learning globally, with a focus on the difference between developing and developed countries. Varied responses between educators and institutions in Africa compared to the developed world and highlights of the skill gaps to be filled to ensure effective and ethical use of generative AI tools by both learners and educators in the developing world were discussed. The chapter concludes by highlighting the implication of poor handling of the current epoch on the future of education and the overall development of the African continent. The study was significant to practice, society, and policy based on a developing country’s perspectives.