University Libraries and the Use of Open Educational Resources (OERs) in Blended Learning (BL): Effective Strategies from Nairobi County

The study investigated the strategies for effective integration of OERs in BL environments in university libraries in Nairobi County. The technology acceptance model, diffusion of innovation, and institutional theory provided the theoretical framework. This survey research utilized a mixed-methods approach involving 2 public and 2 private universities, with a sample of 86 library staff and 4 librarians. Semi-structured questionnaires and interview guides were used to collect data and was analysed using SPSSTM, thematic and content analysis. Critical strategies used in integrating OERs included; collaboration, linking OERs to institutional repositories, providing links to e-resources, search interface in the catalogue, OERs in reading lists, and integrating OERs in curriculum design. The lowest number of respondents that agreed was 43 (62.3%); the lowest mean (3.62) and the highest standard deviation (1.187), showed tendency toward large extent. Modern ICT to foster access to OERs, online repositories, and partnerships, fostered the successful integration of OERs in BL environments. The lowest number of participants indicating agreement was 48 (69.5%), with the lowest mean (3.74) and highest standard deviation (1.221), tending toward agreeing. It was evident that university libraries in Nairobi County used different strategies to adopt and integrate OERs in BL environments, with notable gaps that should be addressed for successful integration. The study recommended that university administrators and librarians should continue to build on technology, foster collaboration, training and capacity building, and avail different OERs to foster growth of BL. The findings are significant for researchers, librarians, university administrators and leaders, and policy makers.