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This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

The purpose of this paper is to assess the impact of professional training and development for librarians/library staff in the southwest, Nigeria; especially the Federal University of OyeEkiti, Nigeria. Thus, this study intends to assess the impact of staff professional development and training on the job performance of library staff in the Federal University Oye Ekiti, Nigeria.

The descriptive survey research design was used in carrying out this study. The population of study cuts across all library staff/attendants in the Federal University Oye Ekiti departmental, faculty and the university libraries. The purposive sampling technique was used in selecting the sample for the study (77 library staff). Research instruments, developed by the researchers, Staff Development Programme Questionnaire (r = 0.79), Staff performance Questionnaire (r = 0.81), Challenges of Staff Professional Development and Training Questionnaire (r = 0.82), were used for data collection. The data were analysed using descriptive statistics (frequency counts and percentages, mean and standard deviation) and inference statistics (correlation and one-way ANOVA) at a 5% level of significance.

Results revealed that the level of the job performance of library staff in Federal University Oye-Ekiti (FUOYE) is high; there is a positive and statistically significant relationship between the professional development of library staff and their performance in the job; professional development and training of library staff significantly impact their job performance; orientation, in-house training, seminars, on-the-job training and instructor-led training.

The study was limited to the university libraries in the Federal University Oye Ekiti, Nigeria. The variables used in this study were restricted to training and development of library staff and job performance of librarians in FUOYE, and professional development programmes available for FUOYE librarians.

Other forms of professional development programmes such as Distance Educational Programmes, Conferences/Workshops, Study visits, Formal professional library education and TETFUND Programmes should be made available for university library staff. Universities should always organise staff professional development programmes; since it enhances the job performance of library staff.

This article is original and has not been published elsewhere.

This study assessed students' intrinsic motivation (basic psychological needs) as predictor of their usage of library facilities in the Federal University Oye-Ekiti, Nigeria.

The study adopted the quantitative case study approach. The population of this study consisted of all undergraduate students in the Federal University Oye-Ekiti, Nigeria. The systematic random sampling was used in selecting a sample of 129 students. A research question and four hypotheses were raised in the study. Two instruments were adapted and used for data collection: the “Intrinsic Motivation Inventory” (IMI) and “Students' Usage of Library Facilities Scale,” with Cronbach’s alpha reliability indexes of 0.87 and 0.78, respectively. The collected data were analysed using descriptive (frequency counts and percentages) and inferential statistics (linear regression and correlation) at 0.05 alpha level.

Findings of this study revealed that the extent of usage of library facilities in the university is low; the three basic psychological needs—perceived competence, autonomy and relatedness—significantly predict students' usage of library facilities; significant relationship exist among gender, perceived autonomy and usage of library facilities.

This study is limited to undergraduate usage of library facilities in the Federal University Oye-Ekiti. The quantitative case study research type was adopted, with a sample of 129 students. Data were collected using adapted questionnaires and analysed quantitatively using the SPSS.

The results of this study have implied that the three basic psychological needs influence students' usage of library facilities. Therefore, it is paramount that management of universities and university librarians foster students' intrinsic motivational variables for their enhanced academic performances. Also, faculties and academics by the outcome of this study are to maintain and sustain a functional social network, social interactions and collaborative works among students, while inculcating and improving the levels of students' competences, autonomy and relatedness. Further, the study has hinted the need for university management, librarians and academics to be professionally trained on promoting and sustaining students' competences, autonomy and relatedness. The universities are to continuously organise orientation and enlightenment programmes for both the old and the newly admitted students on the import, impact and usage of university libraries amidst its facilities.

Few studies have been carried out on students' usage of academic libraries especially with regard to their attitudes; however, the challenge of underutilisation of library facilities by students are yet unresolved. There is a dearth of literature regarding the influence of intrinsic motivation (the basic psychological needs) on usage of library facilities among tertiary learners, especially in Nigeria.