With advances in information communication technology, the governments in many countries have been promoting e-learning by offering more convenient and diverse learning options for students. Higher Education institutions in Taiwan and the United Kingdom have followed such trends and have set up a variety of distance learning courses. This paper reports how university educators in two different countries, Taiwan and the United Kingdom, design online learning materials and conduct instruction through online methods using web technologies. As the authors of this paper, we outlined and compared the different approaches taken in using virtual learning environments within higher educational institutions in the two countries. We explain how we developed these materials based on the programs and technologies offered by our institutions and we also offer examples of student learning situations. At the end of the paper, recommendations are provided relating to pedagogical issues. The results will be helpful for educators and school administrators of different countries. They will be able to see different approaches of design and implementation of e-intensive modes of learning in higher education.

The purpose of this study is to suggest specific ways of designing educational programs for school violence prevention by applying a serious online game in Korea. To do this, first, the authors analyzed literature, programs and cases related to school violence. Second, we derived design principles for serious games from the analysis of current game contents. Finally, we wrote a design process to develop the game. A serious game for school violence prevention was specifically designed based on these design principles and processes. It was applied by registering school violence cases, processing the cases, drawing solution plans, and finishing the game. The game is intended for a game user to be self-taught and self-cured by participating in the solution process of school violence cases.

International academic mobility demands certainty on the academic backgrounds of students, professors, scholars, researchers, experts and consultants. Frequently, institutions and authorities in charge of the recognition of qualifications have installed administrative processes to validate the authenticity of academic credentials and transcripts. This is also the case when it comes to qualification's recognition for professional matters. In some economies, the requisite of the "apostille" and/or the demand for other legalization requirements are seen as a possible route to guarantee authenticity. Still, in the information age, using printed documents might not necessarily be the best way to administer human capital mobility. This paper will discuss an initiative to look into the future in terms of how to improve efficiency and reduce the cost of recognition among the APEC economies: The AsiaPacific Academic Credit and Qualifications Bank.

Academic identity of graduate students is of considerable importance in their lives in graduate school and the process in which they became academics. In this study, we aimed to examine how education graduate students in South Korea construct their academic identities. In pursuing this purpose, we included maste.r students as well as doctoral students. In addition to this, we focused on the academic identity of part-time students, in this case mostly teachers. Semi-structured interviews with nine graduate students in a university were used to understand their experiences. Analysis procedure included open coding, axial coding and selective coding of transcriptions. The results indicated that the criterion to distinguish undergraduate, master's, and doctoral experiences was the degree of autonomy in academic work. There were also significant differences between doing a master's and a doctoral degree, including the relationship with the advisor and students ' perception of academic work. In addition, this study found that part-timers experienced floating identities, and explored factors that influenced their identity formation. The result of this study is expected to contribute to improving formal and informal educational practices in graduate schools of education in South Korea and facilitate intercultural conversation on graduate education.

The article first introduces key education policies in China, revolving around the National Medium- and Long-Term Education Reform and Development Guideline (2010-2020), a blueprint for education reform up to 2020. Then it elaborates on the educational issues and challenges confronted by China. The article examines the lessons and gaps in educational cooperation in the APEC in light of international cooperation which is regarded as an important approach to seeking inspiration for policymaking in the process of education reform. Finally it concludes with a number of recommendations for international cooperation in the context of enhancing "regional economic integration ".

The purpose of this study is to figure out the relationship between the procedure of learning Korean and adaptation of Chinese students in universities in Korea. The research questions are set up as follows. First of all, How do Chinese students learn Korean? Additionally, How have Chinese students adapted to Korean society as their Korean has improved? To answer these research questions, this study used semi-constructed interviews following a qualitative method Twenty Chinese students participated in the study. Participants were placed on high, middle, and low level of Korean fluency by Korean fluency test scores. The data for this study included transcriptions from interviews and field notes. Transcriptions were from audiotape recorded interview sessions in data collection. We received research consent forms from all participants and used pseudonym to protect their privacy. This study employed grounded theory method The way of open-coding, axial-coding and selective coding were used in the study. To improve the reliability of the study, triangulation data analysis was used We compared the results of the coding to field notes by the co-researchers, and returned to the participants for double-checking through content analysis. 59 In the findings, first, the procedure of learning Korean was difference between students majoring in Korean and other Chinese students. Second, their improvement in Korean fluency after they came to Korea was related to the memorizing of an increasing amount of vocabulary which was concerned with the unique Korean culture and society. Third, as Chinese students improved in their Korean fluency, they became less stressed about Korean culture. Conclusively, it is necessary to distinguish Korean instruction between students majoring in Korean and others because of the difference in the procedure of learning Korean. In order to improve Chinese students' Korean fluency, Korean instruction should consider more sociocultural friendly learning materials.