교육훈련분야에서의 e-Learning에 관한 한·호주 비교 연구

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.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 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 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 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 15