Abstract In this article, we examine two different kinds of national e-learning evaluation implemented in Korea (2007) and in Finland (2007-2008). The following evaluation guidelines were compared: objectives, methods, models, standards, results and follow up procedures. Our study indicates that evaluations should be interpreted in the operational contexts. Common to both Korea and Finland is a concerted effort to continuously develop e-learning in higher education and strengthen international cooperation in quality assurance of e-learning. Korea has systematically developed cyber universities and is able to offer her citizens extensive opportunities for flexible life time learning. The strength of e-learning at Finnish universities of applied sciences is the national network-like collaboration through the Finnish Online University of Applied Sciences. This study creates a foundation for further research and a benchmarking process in which development needs can be identified, good practices shared and sustainable quality assurance solutions found in an increasingly global world.

This two-stage project attempts to create a curriculum model of effective Education for Sustainable Development at the Cyber University level. Consider Stage 1 of this paper, the researchers present an overview of ESD in Higher Education, and then discuss the factors and relative qualities of ESD for e-learning purposes. The focus then shifts to developing a conceptual model of Cyber University learning as conceived by studying the education practices at Hanyang Cyber University, Seoul Korea. Using a mixed method approach, the theoretical model from this preliminary work is to be measured in a future research project named Stage 2 in terms of its support of proactive e-learning strategies for ESD. From conceptualizing the preliminary theoretical framework to formulating the model design, this project critically explores the potential contribution of the Cyber University for ESD.