Abstract
The study investigated computer literacy, institutional support, and their impact on the use of
electronic resources among distance learners in selected universities in South-West Nigeria. The
study was guided by four research questions and two hypotheses tested at 0.05 level of
significance. Samples were drawn from the Distance Learning Centre, University of Ibadan,
Ibadan and National Open University, Ibadan Study Centre, Oyo State. Questionnaires were used
to collect data from two hundred and thirty-eight (238) respondents. Data collected were
analyzed using descriptive statistics and inferential statistics to test hypotheses. The findings
revealed that distance learners demonstrated a good level of computer literacy, with a weighted
mean of 3.35 (SD = 0.79). Regression analysis showed that computer literacy skills and
institutional support significantly predicted electronic resource usage (F (6, 193) = 23.55; R =
0.650; R² = 0.423; p < 0.05). Furthermore, there is a significant joint contribution of computer
literacy and institutional support in the prediction of the use of electronic resources among
distance learners in South-west Nigeria. The study underscores the importance of enhancing
institutional frameworks and support systems to bridge existing gaps and foster more effective
utilization of available resources by distance learners.
Keywords: Distance learning, Computer literacy skills, Institutional support, Electronic
resources.
Publication Date: 2025-02-13