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E-Learning in Australia and Korea: Learning from Practice

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E-Learning in Australia and Korea: Learning from Practice E-learning in Australia and Korea: Learning from practice Josie Misko Jihee Choi Sun Yee Hong In Sook Lee Korea Research Institute for Vocational Education & Training National Centre for Vocational Education Research E-learning in Australia and Korea ii FOREWORD Relevant and timely education and training is becoming increasingly important for individuals and for societies in the knowledge-based economies of the twenty-first century. Over the last few decades the rapid growth and development of information and communication technology (ICT) has opened up opportunities for individuals and enterprises to access information and learning programs via the internet. E-learning, as it has been called, may provide some cost advantages for educational institutions and training systems. This is because it is not reliant on the physical infrastructure of classrooms required by traditional learning methods. E-learning can also increase flexibility of choice for individuals and organisations because learning is not limited by time or space. However, it does not on its own guarantee success. The way in which the teacher and the learner adopt and utilise the technology continues to be important. This study compares e-learning in two countries, Australia and Korea, where, despite different policy frameworks and institutional arrangements, there has been a rapid expansion (by international standards) in the uptake of information and communication technology, and especially in education and training. It is clear that, although e-learning used in isolation may not always be the preferred method of learning and/or teaching, it is here to stay. The challenge is to ensure that teachers and learners have the skills to use available technologies to maximise learning. This study has been a joint effort of researchers from two leading national research organisations in the field of vocational education and training in Australia and Korea. We commend the researchers on this team for their hard work in completing this study. Dr. Jang Ho Kim Dr. Tom Karmel President, KRIVET Managing Director, NCVER E-learning in Australia and Korea iii Table of contents Key Messages...................................................................viii Executive Summary...........................................................x I. Introduction..................................................................................1 II. National policy frameworks ..............................................9 Australia.............................................................................................9 Korea................................................................................................17 III. Uptake of ICT........................................................................21 Uptake of ICT in Australia ...........................................................21 Growth of e-learning infrastructure in Korea............................32 IV. Overview of e-learning......................................................37 Findings from existing research in Australia and overseas............................................................................................37 E-learning in Korea: an overview................................................48 V. Case studies...............................................................................63 Australia...........................................................................................63 Design of case studies.............................................................63 Result of case studies ..............................................................65 Implications and lessons learned...........................................98 Korea............................................................................................. 102 Design of case studies.......................................................... 102 iii iv E-learning in Australia and Korea Result of case studies ........................................................... 105 Implications and lessons learned........................................ 131 VI. Conclusion ............................................................................ 134 Comparing two e-learning systems........................................... 134 Findings from comparison......................................................... 136 References .................................................................................. 147 Appendices ................................................................................ 152 E-learning in Australia and Korea v List of tables Table 1 Percentage of population using the internet in 2000, 2001, 2002 ..................................................................................................................24 Table 2 Internet usage of males and females (%) .....................................25 Table 3 Internet usage of specific age group, 2002 (%)...........................26 Table 4 Place of internet use of total adult population (%) ....................27 Table 5 Growth in number of PCs in Korea, 1993–2002 .......................33 Table 6 Growth in the number of subscribers to digital subscriber lines (DSL), 2000–04.............................................................................34 Table 7 Internet usage by age group (%)....................................................35 Table 8 Trends in internet usage by gender (%)........................................35 Table 9 Internet usage by educational attainment (adult population %) .........................................................................................................36 Table 10 Internet usage of students by education level (%)....................36 Table 11 Content development projects for the year 2002................... 49` Table 12 Main private e-learning service providers for primary and secondary schools.........................................................................51 Table 13 Features of universities' and colleges' e-learning operations...54 Table 14 16 Online universities's size: enrolment, programs and faculty .........................................................................................................55 Table 15 Main large corporations' e-learning enrolments trends, 200258 Table 16 E-study's current curriculum........................................................61 Table 17 Institutions and enterprises providing data for the study .......64 Table 18 Subjects with web resources by school or divisional office (%) .........................................................................................................93 Table 19 Courses using interactive learning guides, asynchronous discussion groups, quizzes and subject links (%)....................95 v vi E-learning in Australia and Korea Table 20 Courses with purely online delivery (%) ....................................96 Table 21 Selection of e-learning case organisations in Korea...............103 Table 22 E-learning services offered by POSCO e-campus .................106 Table 23 Major online programs offered by POSCO e-campus..........107 Table 24 Evaluation/grading criteria of POSCO e-campus .................110 Table 25 Evaluation/grading criteria and standards of KT HRDC ....117 Table 26 CREDU’s learning encouragement process............................120 Table 27 CREDU’s e-learning teaching methods ...................................121 Table 28 Evaluation/grading criteria of Samsung SDS .........................124 Table 29 Matrix for identifying case study findings................................144 E-learning in Australia and Korea vii Key messages Both Korean and Australian governments have made conscious efforts to provide the information and communications technology infrastructure and funding required to promote and support e-learning in educational institutions and enterprises. E-learning provides immediate access to a wide array of resources and reference materials to assist in learning. It provides increased flexibility and opportunities for individuals who have historically found it difficult to access regular training and qualifications because of conflicting family, work and other commitments. However, availability of resources and financial incentives on their own will not ensure that individuals and enterprises will engage in e-learning. There is also a need to motivate learners, teachers and trainers to engage with e-learning by promoting its benefits, and providing them with the skills and resources they will require for effective participation. In Korea the availability of government incentives to enterprises should also be accompanied by a streamlining of accountability processes. There are common teaching/learning issues for Australian learners, teachers and trainers and their Korean counterparts. These mainly relate to motivation to engage with the technology, development of skills in using the technology, and access to timely assistance. Administrators in educational institutions should also acknowledge the considerable amount of time it takes teachers to develop and maintain relevant, suitable, accurate and up-to-date, web-based learning and assessment resources, and provide timely and appropriate feedback to students. This time should be accurately reflected in teacher work schedules and working conditions. The costs associated with the production of customised or commercially produced learning materials can be significant. However, in Korea the costs are further exacerbated by the need
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