This paper examines the experiences of selected academics pioneering e-learning in Malaysian tertiary institutions. It begins with an overview of the broad factors shaping the Malaysian educational environment and then proceeds to examine the experience of individual teachers and e-learning programs. It takes an in-depth qualitative approach to engaging with this case study material drawing heavily on semi-structured interviews with key actors. Conversations with several respondents suggested that the social networks of mentor relations found in the Malaysian case studies might be aptly described as ‘bamboo networks’. Bamboo, which happens to be plentiful in the Malaysian peninsula where these case studies are based, spreads from clump to clump through a series of underground connections involving a mature clump of bamboo sending out a subterranean runner, often over very long distances that then emerge into the open as a new bamboo clump. All of those interviewed reported that they have found it difficult to find a support base in their first years of pioneering online developments. Consequently, they tended to fall back on their peer networks linked to the institutions at which they had studied. Prominent individuals championing e-learning in the institutions where they teach tend to form small groups for information sharing and networking. They do look to their management for tacit ‘permission’ rather than direct encouragement. Consequently, the active promotion of e-learning in Malaysia can be described as being ‘middle-down’ rather than ‘top-down’ in nature. That is to say, it is mid-level teachers that inspire those below them to join in the development of e-learning programs. They are internally driven and strongly motivated. In time, their activity should produce new generations of locally developed e-learning experts but this has yet to take place in a substantial fashion. This study shows that both men and women ‘academic guanxi’, or peer networks, play a key role in the adoption of online technologies. Key early adopters become change-agents by inspiring a small network of their peers and via their guanxi networks. It was also discovered that motivation is not simply an individual matter but is also about groups and peer networks or communities of exchange and encouragement. In the development of e-learning in Malaysia, there is very little activity that is not linked to small clusters of developers who are tied into wider networks through personal contacts. Like clumping bamboo, whilst the local clusters tend to be easily seen, the longer-range ‘subterranean’ personal connections are generally not nearly so immediately obvious. These connections are often the product of previous mentoring relationships, including the relationships between influential teachers and their former postgraduate students. These relationships tend to work like bamboo runners: they run off in multiple directions, subterranean and unseen and then throw up new clumps that then send out fresh runners of their own.

Estimating optimum hardware capacity of an e-learning system is very important process to grasp reasonable size of designing technique architecture and budget during step of ISP(information strategic planning) and development. It hugely influences cost an

한국 이러닝 산업의 국내 시장은 포화상태이고 수출지역이 중국 및 일본에 국한되었기 때문에 수출지역 확대를 위한 신규시장 개척이 필요하다. 또한 해외 진출시 필요한 유통망 확보, 객관적 해외시장 정보, 접근전략 등이 포함된 종합적인 해외시장진출 정보 역시 지원되어야 할 시점이다. 이를 위해 한국의 이러닝 산업은 시장성이높지만 한국의 진출이 미미한 수준인 중동권 시장 진출을 추진할 필요가 있다. 또한중동지역 진출과 더불어 그 지역의 사회, 문화와 더불어 기업 현황, 교육 현황, 정부정책 등을 체계적으로 분석하여 추진전략을 세워야 한다.본 연구는 사우디아라비아와 UAE의 이러닝 현황을 조사하고 이러닝 정부정책 현황및 관련기관, 정부부처, 주요기업 등을 유목화 하였다. 그리고 조사내용을 분석하여사우디아라비아와 UAE의 이러닝 시장 진출 전략을 도출하였다. 본 연구의 결과는국내 기업의 이러닝 해외시장 개척 및 글로벌 역량 강화를 촉진하는 자료가 될 것으로 예상된다. 특히 중동권 대표국의 이러닝 시장 전망 및 분석을 통한 정책 수립과산업진출 및 사업전개를 위한 사업실시 매뉴얼 구성을 위한 기초자료로 활용될 수있을 것이다.

As e-Learning is now widely used in many countries and for many purposes, universities have also utilized e-Learning for effective teaching and learning, including Thai universities. Effective delivery of e-Learning is therefore an ultimate goal for teaching and learning in an e-Learning environment. More importantly, the impact of Mobility on e-Learning should not be overlooked, as it may provide possibilities for learners to learn without the limitation of presence and time. This study surveys teachers of the e-Learning Professional Certificate Program, one of Thailand Cyber University (TCU)’s flagship e-Learning courses, for their perspectives in Mobility and e-Learning Delivery Methodologies, particularly in the Integrative method as described by the North Carolina Cooperative Extension Service. Results have divided the Delivery modes with the application of Mobility into two groups. As a result of this study, the Integrative Delivery modes of twenty-two choices that have been preferences among fourteen TCU experts include a Discussion Group, Forum, Brainstorming, Conference, and Buzz Group. In the TCU experts’ point of view, to carry out e-Learning classes, it is important to motivate the passive learner to participate actively and to have the learners more interact more and have more mobility in sharing opinions and participating. While mobility may improve e-Learning delivery in many aspects, physical contact may still be needed for some modes, such as Personal and Office visits.

본 연구의 목적은 중국의 교육정보화 전반의 현황에 대한 중국 교육정보화 책무자들의 논의를 알아보는 것이다. 이러한 목적을 달성하기 위해 APEC e-Learning 연수에 참여한 중국 연수생들의 초기연구문제를 내용분석법을 통해 분석하였다. 내용분석의 범주를 설정하기 위해 5가지의 교육정보화 발달의 판단기준을 도출하였고이를 바탕으로 하여 교육정보화 인프라, 활용 인적자원의 인식, 지원 정책과 같은세 가지 범주를 설정하였다. 범주의 설정 후 중국 연수생들의 초기연구문제를 단어와 구를 분석단위로 하여 그 사용빈도를 측정하여 상위 빈도를 보이는 단어 및 구를 추출하였다. 이를 연구자들이 선정한 단어 및 구와 비교하여 주요 단어를 도출하여 분석범주에 따라 구분하고 이를 해석하여 중국의 교육정보화 현황에 대하여분석하였다. 본 연구의 결과는 우리나라가 중국에 다양한 교육정보화 사업을 추진하기 위한 기초자료가 될 것이며 나아가 중국교육정보화에 특화된 추진모형개발의기초가 될 것이다.

국내 이러닝 부문의 급속한 성장세를 배경으로 본 연구는 학습자의 학업성과는 학습동기 유발요인-학습동기-학업성과로 진행된다는 Noe(1986)와 Bruner(1997)등의 학습동기이론, Keller(1992)의 학습동기 유발전략 모형(ARCS모형), Keller와 Visser(1990)의 ARCS모형 적용사례 연구, 박수경(1998), 김용래(1993)의 연구 등에 근거, 사이버 대학의 이러닝을 대상으로 이러닝에 내재된 ARCS적 학습동기 유발요인들이 학

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.

Recently the information system introduction and the application which use the computer are increasing. The efficient operation of information system helps corporations to improve productivity, customer service and corporate competitive power. SaaS(Software as a Service), which is the developed type of outsourcing in the area of information technology, is to use standardized and packaged application by hosting from the outside of enterprise. SaaS is not developed yet as much as people's interest about that in the initial stage, but its related technology and service capacity are accumulated after repeated trial and error, and it's ready to activate the industry. In the area of information system, studies on the measurement of service quality were followed. But there is little study on service quality measurement in the field of SaaS(Software as a Service). The purpose of this study was to divides the SaaS with e-SERVQUAL and it consider the relationship with the perceived recognition and the usage intention. According to this, variables of traditional research were rejected because SaaS is not developed yet in Korea. But information had a strong effect on perceived recognition. Therefore, business related with in SaaS must have provided a correct information about various applications.

최근 e-Learning의 국제화는 우리 교육의 주요한 과제이다. 특히 많은 시간과 노력을 들여 e-Leaning 선도국으로서 위치를 공고히 하고 이를 토대로 우리교육의 세계회를 꾀하고 있는 우리로서는e-Learning 세계화는 더더욱 큰 의미를 갖는다.하지만 아직도 e-Learning 세계화를 위한 기본 방향의 설정을 위한 담론은 양적으로나 질적으로나아직 제한적이며 충분하지 않은 편이다. 이런 배경에서 본 연구는 우리 e-Learning의 세계화를 위한 기본 방향을 설정하는 것을 목표로 하고 있다.이를 위해 기본적으로 IT 허브론과 이러닝의 관계， 김희배와 그 동료들의 e-Learning 세계화 연구，e-Learning과 우리교육의 만족도， 그리고 개발원조의 패러다임들을 분석한 후 이를 토대로 우리 e-Leanring세계화를 위한 여닮가지 핵심 전략들을 제시하였다

The purpose of this study was to examine whether there were any changes in motor skills, motor knowledge, and participation level in two different groups that were given feedback based on the results of descriptive visual evaluation and through the verbal

Over the fast few years, web-based e-Learning have made remarkable progress. According to advance of e-Learning, the evaluation of e-Learning effectiveness and success model become more important. This study had a focus on the effect of system characteristic of e-Learning systems and self-efficacy on learning performance. Data has been collected from 192 person experienced in e-Learning. The questionnaire method was adopted to collect the data for this study. The research was conducted by using SPSS 12.0 and AMOS 4.0. The research results and suggestions of the study are as follow. First of all, system quality and information quality of e-Learning system had positive relationship with perceived usefulness. Second, information quality was related positively to user satisfaction. Third, perceived usefulness was positively connected with user satisfaction. Fourth, user satisfaction and self-efficacy had relation to learning performance.

This paper reports the results from a survey on the perception of e-learning at the higher level education. The resulting data consists of answers to the questionnaire by a total of 822 respondents including 609 students who were enrolled in either 2 year colleges, 4 year colleges, or graduate schools at the time when the survey was conducted, and 213 academic faculty and staff who hade-learning experience. Main findings are: first, the most preferred instructional material format for e-learning was web-based self-directed instruction (28.1%) by the faculty whereas students preferred discussion (24.6%) and Video on Demand (VOD) (24.1%) .. Secondly, students of e-learning classes studied more on average than the students of face-to-face classes and students with more e-learning experience had a tendency of studying more. Thirdly, students, academic faculty, and staff all reported heavier burdens with online classes than with offline classes, but the perception of increased burdens with online classes relative to offline classes was more widespread among faculty members (44. 7% at twice more burden) than among students (33.5% at twice more burden) .. Fourthly, overall students (56. 7%) are more satisfied with online classes than academic faculty and staff (43.4%). Fifthly, the willingness to participate in online classes by faculty (89. 7%) was higher than that of students (57.8%). Sixthly, as to the online tuition, students (50.3%) claim that less than 50% of the tuition of the offline education is optimal while academic faculty and staff (23.8%) reported 90%.