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%.

This study attempts to examine the existence of foreign language anxiety in e-Learning situations, and then identify relationships between the anxiety and learner background factors. A total of 162 EFL learners participated in the survey. Their anxiety was measured by the e-Foreign Language Classroom Anxiety Scale (e-FLCAS). The results suggest that foreign language learners do indeed experience anxiety in e-Learning classrooms. A majority of the participants acknowledged having experienced specific kinds of anxiety in cyber classes: worry over e-Learning education, online test anxiety, learning style conflicts, and apprehension of native teachers. In addition, e-Learning anxiety was found to be significantly related to three background factors (gender, academic backgrounds, and English proficiency). The results also provide a potential explanation of anxiety-producing contexts in cyber classrooms, the sources of anxiety, and coping strategies that students use to lower their anxiety.

This paper reviews the history of E-learning policies, current status, and finally the representative cases in a sequence. Korea made national master plans to be “the most wired nation in the world.” One of the national plans, Comprehensive Plan for ICT in Education (CPIE), began in 1997 as the corner stone of E-learning. The initial stage of the CPIE (1997-2000), focused on ICT infrastructure and ICT literacy set-up, supplying every school classroom with access to Internet service. The second stage with CPIE(II) (2001-2005), has turned its emphasis to the integrated use of ICT in curriculum and information distribution and teachers’ training. CPIE(
), now under design, aims at fundamental change in school education, ushering in an ‘E-learning era.’ The focus of ICT policies for infrastructure in school education has changed. At the beginning the one computer for one teacher or for one classroom was the goal of the policy. However, over time, integrated use of ICT in curriculum has been more focused. Digital contents development and distribution of the public sector from the late 1990s up until now entered into three critical phases: (1) content development- enriching ICT multimedia contents for education, (2) sharingcollecting and distributing contents based on (3) the quality control-reviewing and screening of collected data. In terms of the professional development of teachers, Korean government set up life cycle for professional development for teachers such as (1) standards and models set-up, (2) training programs delivery, and (3) best practices distribution, and followed the cycle. In addition this article described several examples of E-learning in Korea such as Eductional TV programs for the college scholastic ability test, Cyber home learning networks, and Cyber high school.

Education in Indonesia is facing some major problems related to access and quality. Only about half of the eligible children are enrolled in school at the junior secondary level and only one-third at the senior secondary level. Regarding quality, large proportions of students fail to meet the cutoff scores in various subjects at all levels in school completion examinations. ICT is viewed as a potential contributor to solutions for these problems. In terms of government policy for ICT, Telematika which refers to the utilization of ICT in various sectors and aspects of life, was established based on a presidential decree, and Telematika Pendidikan (utilization of ICT in education) has been developed, and a five-year action plan was implemented in the years 2001 to 2005. The success of Telematika depends on the availability of appropriate infrastructure. Currently, Indonesia has 8 million Internet users (about 3% of the population); other statistics show that the ICT infrastructure is less extensive compared with neighboring countries such as Singapore, Malaysia, and Thailand. In addition, Internet access costs are still prohibitive in Indonesia. The implementation of E-Learning in Indonesian education can be viewed as a supplement, a complement, or a substitute for the traditional teaching-learning process. To date some subjects of the senior secondary school and vocational school curriculum have been developed in the form of E-Learning as a substitute for face-to-face instruction. In the near future this will be expanded to some subjects of the junior secondary school curriculum. At the tertiary education level, there are some universities that have implemented E-Learning, especially as a supplement for their regular teaching-learning process. In regard to extending access into schools, the Ministry of National Education has been piloting Open Senior Secondary School in seven districts of six provinces by implementing E-Learning.

With the increasing prevalence of e-learning courses in higher education, it is important to investigate how the courses are being run and examine students’ perceptions of e-learning courses to provide an optimal learning environment. An end-of-course, summative evaluation and log files in an e-learning system were used in order to describe the characteristics and students’ perceptions of three e-learning English courses in a university. The section of background information in the evaluation showed that the majority of the students taking the courses are seniors, majoring in humanities and social sciences. Factors were found to influence students’ satisfaction with the courses such as use of various multimedia, interactions between instructor and students, and among students, and instructors’ evaluation of students’ achievement. A post-hoc analysis showed evidence significant differences existed by course. These findings of the study suggest that quality assurance is an issue in setting and managing e-learning English courses, which are expected to grow rapidly in a near future due to students’ increasing need for e-learning.

본 연구에서는 7차 교육과정에서 크게 대두되고 있는 새로운 형태의 교수?학습방법의 한 형태인 e-Learning이 학습자의 파지에 어떠한 영향을 주는지 알아보고자 e-Learning을 이용하여 중학생들이 ‘지각의 물질’ 단원에서 장?단기 파지에 미치는 영향에 대해 알아보았다. 이를 위하여 경상남도 양산시의 중학교 1학년 2개 학급 72명을 대상으로 e-Learning을 활용한 수업 전-후에서 과학 학업 성취도와 e-Learning에 대한 인식을 조사해 본 결과는 다음과 같다. 첫째, e-learning 활용수업은 학습자의 단기파지에 효과를 나타내지 못하였다. 둘째, 장기파지에 미치는 효과는 유의수준 .05에서 유의미한 차이가 있는 것으로 나타났다. 셋째, e-Learning을 활용한 수업이 장기파지에 긍정적인 반응을 하는 것으로 나타났다.

While many have extolled the potential of Webbased instruction, rarely has this enthusiasm been backed by reliable evidence. Ruth Colvin Clark and Richard E. Mayer in £-Learning and the Science of Instruction (2003) elaborate pedagogical principles which should be followed to maximize the effectiveness of hypermedia and web-based instruction (terms they combine as e-leaming). They explicitly cite the research on which they base their claims as well as provide examples from training programs in current use to demonstrate how their principles might be applied. The result is a definitive handbook of guidelines for instructional designers that is based on the best-available academic research, written in an accessible language which minimizes the use of academic jargon.

Virtual Schooling comprises a collection of essays discussing issues surrounding virtual schools seen in the American education setting. Some of the chapters are excerpts from previous publications found in Phi Delta Kappa fastbacks. The authors range from academicians, to reporters, to legislators, to school-based practitioners. My overall impressions of this book are favorable. Asian policy-makers working on virtual schools can profitably use this book as a reference to study the issues, policy concerns, and lessons learned in the context of American virtual schools. I find that most of the topics discussed are relevant to virtual schools generally. Since the book is published as a result of a symposium held by the Center on Education Policy on virtual high schools in 2002, it is apparent that the purpose of the book is to expand and broaden the discussion on policy issues relating to the establishment of whole schools operating primarily as online distance education institutions. The book is divided into two sections: Part I, From Distance Education to Virtual Schooling, offers background regarding the roots of virtual schooling; Part 2, ELearning Policy and Practicality Come of Age, assumes the core of the book.

Intelitek, an industry leader for over 20 years in the development of hardware and software systems for manufacturing technology training, has developed an e-learning program that provides two components that are crucial to successful learning high quality content and a robust learning management system LMS). The program combines e-learning with practical training to ensure that students are successfully prepared for key roles in the industrialized, global, computer-oriented workplace.

Purpose – The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology – This study is a case study of learner's learning process in e-learning. After completion of the study, an in–depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results – In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

Purpose – The purpose of this study is to present a framework for determining the most appropriate business model for e-learning. Research design, data, and methodology – The Electronics Branch of Azad University has been elected as a case study in this research. This study conducted using a descriptive method. The information was obtained using interviews with experts including managers, faculty and students at the Electronics Branch of Azad University. Results – Three service-product system (product oriented system, use an oriented and result oriented system) approaches determined a framework for the formation of a portfolio. This portfolio is including three types of e-learning business models. Examining the relevant characteristics, correspondence of behaviorism learning theory with a product-oriented approach, correspondence of cognitivism theory with a user-oriented approach and in finally match correspondence of constructivist learning theory with a results-oriented approach which is evident. Conclusions – After reviewing the literature on the fields of e-learning, business model and product - service systems, we have achieved three types of e-learning business models. Then the variables in any of the business models were defined by using business model canvas tool and thus a portfolio consisting of three types of e-learning business model canvas was obtained.

The main goal of e-learning systems is just-in-time knowledge acquisition. Rule-based elearning systems, however, suffer from the mesa effect and the cold start problem, which both result in low user acceptance. E-learning systems suffer a further drawback in rendering the implementation of a natural interface in humanoids difficult. To address these concerns, even exceptional questions of the learner must be answerable. This paper aims to propose a method that can understand the learner’s verbal cues and then intelligently explore additional domains of knowledge based on crowd data sources such as Wikipedia and social media, ultimately allowing for better answers in real-time. A prototype system was implemented using the NAO platform.

이 연구는 초등과학의 작은 생물 내용에 대해서 5E 학습모형 기반 디지털교과서를 개발하고 적용해보는 사례 연구이다. 디지털교과서의 저작도구는 iBooks Author를 사용하였다. 개발된 디지털 교과서는 작은 생물에 대해서 구조적 및 생태적 특징을 제공하고 있다. 또한 이 디지털 교과서는 상호작용이 가능한 멀티미디어 위젯을 기반으로 개발되었다. 개발된 디지털교과서는 학생과 교사들을 대상으로 교과내용, 플랫폼, 사용자 만족성 등의 범주에서 평가를 실시하였으 며, 대체로 긍정적인 평가를 얻었다.

최근 e-러닝에서의 몰입 학습을 위해 게임의 재미(fun) 요소를 활용하고자 하는 시도들이 나타나고 있다. 본 연구에서는 게임을 e-러닝에 접목시키는 본격적으로 시도에 앞서, 학습 전략으로서 게임의 효과성에 대한 이론과 관련 선행 연구를 분석하였다. 수용자가 게임에 몰입하는 이유로서 커뮤니티 속성, 빠른 피드백, 그리고 스토리텔링 요소가 제시되었다. 게임이 학습에 미치는 효과는 개별학습의 경우는 인지유연성 이론, 구조주의학습이론, 성찰적 실천 이론에 의해서, 협력학습의 경우는 사회문화적 구성주의와 상황주의 이론에 의해서 설명될 수 있었다. 각 이론적 관점별로 관련 선행연구 사례 분석을 통해 이러한 이론적 관점들의 타당성이 확인되었다. 이러한 분석 결과, 게임이 갖고 있는 몰입 학습의 장치들이 정규 교육 또는 e-러닝과 접목되기 위해서는 수업 설계 전략이나 동기 전략에 대한 연구 이전에, 보다 근본적인 차원에서 학습을 보는 패러다임의 변화와 입시 중심, 분과 교과 중심의 전통적인 교육 체제의 전환이 필요한 것으로 분석되었다.

에너지 자원의 고갈과 자원 절약 및 환경문제 등이 사회의 중요한 쟁점으로 떠오르면서 환경교과 뿐만 아니라 각 교과에서 환경관련 영역들이 포함되는 등 환경 교육 비중이 갈수록 강화되는 추세이다. 따라서 여러 학문영역과 상호관련성, 문제해결력 및 비판적 사고력 개발, 참여정신의 강조, 환경소양의 신장, 지역적 및 범지구적인 문제의 관심과 실천 등의 환경교과가 갖는 특성과 다양한 학습자의 요구를 만족시킬 수 있는 적합한 환경교육 수업 방안이 필요하다. 21세기 정보화 시대의 학생들은 학습자 중심의 자기주도적인 학습전략과 더불어 정보를 선택, 판단하고 활용할 수 있는 정보 활용 능력이 무엇보다도 필요하다. e-learning을 활용한 교수․학습 방법과 교육 자료는 기존의 교수․학습 방법보다도 다양한 세계정보를 빠르게 확인할 수 있으며, 관심분야를 자기주도적으로 학습할 수 있고, 수준별 지도가 가능하기 때문에 인류가 직면한 환경교육 문제의 해결을 위해 보다 적절한 방법이라고 할 수 있다. 그러나 이러한 시대적인 패러다임의 전환에도 불구하고 교사들에게 수업에서 e-learning을 활용하는 교육 자료나 교수․학습 전략, 평가도구의 개발은 매우 빈약한 실정이다. 따라서 본 연구에서는 환경교육의 성격과 목표, 환경교육에서 e-learning의 필요성을 고찰해보고 환경교육에 적합한 e-learning 활용 수업단계를 모형화하였다. 또한 UNESCO에서 현장 교사 및 예비교사들에게 환경교육 수업에서 활용할 수 있도록 제작한 TLSF 프로그램 및 가상현실을 이용한 생태여행, 시뮬레이션 게임 등 웹상에서 볼 수 있는 교수․학습 자료들을 간략하게 소개해 보고자 한다.

21세기의 학습자는 첨단 테크놀로지가 생활화되고 이것과 더불어 생활하는 Net세대이다. 컴퓨터를 통해 인터넷에 접속되지 않은 생활이란 우리 아이들에게 상상할 수 없다. 정보통신기술(ICT)의 도움을 받아 면대면의 의사소통보다는 이메일(E-mil), 메신저(messenger), 채팅(chatting), 문자메시지(SMS)를 이용하고, 인쇄된 매체를 이용하는 것보다는 인터넷을 활용하여 정보를 수집하는 것에 더 익숙하며, 블러그(Blog)와 미니 홈페이지(mini homepage)를 이용하여 자기를 표현하는데 적극적인 세대이다. 이러한 아이들의 학습에 인터넷을 활용한 수업을 적극적으로 도입하는 것은 긍정적이다. 더군다나 시각정보를 기반을 두는 미술과 학습에서 인터넷을 중심으로 한 다양한 디지털 영상자료의 이용은 그 의의가 남다르다 할 수 있을 것이다. 그러나 학습자들이 인터넷을 통하여 수없이 많은 자료와 정보를 발견하고 얻을 수 있으나, 그 자료와 정보들이 학습자에게 창의적인 사고력 원동력이 되어 새로운 정보와 지식창출로 이어지고 지는 학습으로 발전되고 있는지는 반문하지 않을 수 없다. 지금까지의 일선현장에서의 ICT(Information Communication Technology)활용교육은 컴퓨터를 활용한 디지털 정보자료의 제시라는 측면에 많은 무게를 두어왔다. 마치 ICT활용교육은 파워포인트(Power Point)를 활용하여 인터넷으로 찾은 화려한 디지털 영상들을 보여주는 수업으로 비추어 지기도 한 것이 사실이다. 이는 보기 좋은 눈요기 거리로 밖에 역할을 하지 못한다. 전문가가 가공해 놓은 정보를 그대로 따르면서 정보습득에만 열중하는 모습은 교과서의 텍스트화된 정보를 보기 좋은 멀티미디어 자료로 변환한 것 이상의 의미를 가지지 않으며 "새로운 교수-학습의 패러다임으로 정보화사회의 미래 학습자를 육성한다"는 교육적 취지에 부합되지 않는다. 이의 원인은 ICT라는 첨단 테크놀러지를 교육환경에 적용할 경우, 그 것 자체가 ＇수단＇이 아닌 ＇목적＇이 되어서, ＇학습＇이라는 복잡한 환경과의 관계를 고려하지 않았기 때문이라고 볼 수 있다(NIchols, 2004; Stranvall, 2003; 강인애, 2006: 42 재인용). 몇 년 전 일선 교육의 현장에 광풍처럼 휘몰아친 ICT활용교육에 이어 ＇이 러닝(e-Learning)＇이라는 또 하나의 교육적 미디어 활용의 변화가 활발히 논의되고 있다. 흔히 e-Learning이라고 하면 인터넷을 활용한 가상공간에서의 온라인 학습을 상기한다. 그러나 e-Learning을 가상공간에서 학습하는, 교실의 수업을 가상공간으로 옮긴, 선생님의 역할을 인터넷에 접속된 컴퓨터가 대신한다는 것으로만 이해해서는 안 된다. 물론 인터넷이란 매체는 원격의 분산된 많은 학습자에게 교육적 비용의 경제성을 가지고 많은 정보를 다수의 학습자에게 전달할 수 있는 장점을 가지고 있다. 그러나 이는 더 커다란 장점, 즉 인터넷이란 매체가 주는 상호 작용성과 학습자 주도적인 학습 환경의 조성을 촉구하는 교육적 의의를 고려치 못한 단편적인 인식이다. 이러한 단편적인 인식을 갖는다면 e-Learning의 모습 또한 전통적 교실수업의 학습모습과 별반 다를 것이 없을 것이다. 선생님이 하던 지식전달을 멀티미디어로 잘 포장된 컴퓨터가 하는 것밖에 차이가 나지 않기 때문이다. e-Learning의 가장 큰 매력이라면 온라인을 기반으로 여러 가지 상호작용 속에서 학습자 자신의 요구에 맞춘 특정 정보를 취사선택해서 자신에게 필요한 지식으로 편집, 가공하고 이를 공유하여 새로운 가치창출을 할 수 있도록 만들어 학습자 중심의 자기 주도적 학습을 이끈다는 것이다. 미술교과는 현대의 각종 디지털화된 영상문화 속에서 문화교양인으로서의 살아가게 될 학생들에게 각자의 삶을 풍성하게 하고 더 나아가서 미술 체험의 과정을 통해 창의적 문제해결력과 비판적인 사고력을 기르고 남과 다른 개성을 신장 시킬 수 있도록 하여주는 자기 주도적인 교과이다(이주연, 2001; 이용일, 2005). 미술교과 학습은 학습자가 지닌 흥미와 관심, 필요에 따른 특성을 고려하여 차별화된 교육을 실시하는데 중점을 두어야 한다(이용일, 2005: 134). 학습자 중심의 차별화된 자기 주도적인 학습을 이끄는데 e-Learning이 미술교과의 이러한 성격에 잘 부합될 수 있다. 그러나 시각정보를 중심으로 하는 미술과 학습이 인터넷을 활용하여 각종 디지털 영상자료를 제공하는 데에만 그친다면 즉, 자료 제시적 측면에만 초점을 둔다면 자료 활용의 피동적 학습을 이끌어 학습자의 자기 주도성을 간과하는 결과로 귀결될 것이다. 또한 미술과 학습은 표현의 과정에서 이루어지는 체험의 경험을 소중히 다루는 교과이다. 따라서 미술과 학습은 인터넷의 사이버 공간에서만 이루어질 수 없는 교과적 특성을 지닌다. 따라서 본 연구자는 시각적 정보 활용 가능성이 큰 미술교과의 성격에 비추어 볼 때 미술과 학습에서의 e-Learning의 활용이 시각적 디지털 정보자료의 제시와 활용이라는 피동적인 학습의 측면으로만 빠져 인터넷의 상호작용성을 기반으로 한 학습자의 자기 주도적 학습과 직접 체험의 소중함을 간과할 수 있다는 우려 속에서 본 연구의 필요성을 제기하고자 한다. 본 연구의 목적은 e-Learning에 대한 올바른 이해를 바탕으로 자료제시적인 측면에 강조점을 두는 단편적인 e-Learning 활용교육의 측면에서 탈피하여 인터넷이 가지는 상호작용적 쌍방향성을 토대로 커뮤니티 활동의 활성화라는 측면과 온ㆍ오프라인이 통합된 확장된 e-Learning, 즉 Blended-Learning으로의 변화에 토대를 두고 미술과 교수-학습에서 e-Learning을 활용할 수 있는 여러 가지 방안들을 모색하여 보고자 한다.