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![Page 1: Presenter: Dr. Younghee Woo Institute of Distance Education, KNOU E-learning expectations for Korea’s lifelong learning in the “ubiquitous society” Dr.](https://reader035.fdocuments.us/reader035/viewer/2022062517/56649f1c5503460f94c32efa/html5/thumbnails/1.jpg)
Presenter: Dr. Younghee WooInstitute of Distance Education, KNOU
E-learning expectations for Korea’s lifelong learning in the “ubiquitous society”
Dr. Younghee Woo (Korea National Open University)Dr. Jinhee Kwon (Korea National Open University)
Dr. Jong-O Park (National Institute of Lifelong Education)
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Korea’s Preparation toward Ubiquitous Society
The establishment of a ubiquitous environment at the national level
u-Korea in 2005 post-ubiquitous strategies are being made and applied
in each field.
National u-learning TF (2010.11)
Doing research of a national vision and strategy for ubiquitous learning in 2020, including policies to support higher education and lifelong learning by establishing a national u-learning system.
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Gyeonggi lifelong learning, homelearn It opened in May, 2010 500 free educational programs in five thematic areas: (foreign languages, liberal arts, computer skills,
management, and leadership) May 2011 its service expanded to mobile devices.
Korea’s Preparation toward Ubiquitous Society
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KOCW (Korea Open CourseWare, http://www.kocw.net/) Be freely accessed through an application for both
android and apple phones.
Korea’s Preparation toward Ubiquitous Society
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Mobile communication Mobile communication
3G and Wibro
New information communication media
New information communication media
DMBIPTV
Communication devices
Communication devices
PMPMIDNetbookssmart phones
Old content is being converted for dissemination.
Korea’s Preparation toward Ubiquitous Society
However, there are not many cases of ubiquitous lifelong learning.
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Policies and infrastructure are being made
with the government help
However, they show a lack of the reflection
of lifelong learning professionals and
learners.
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Now is a time to plan and develop educational contents through which learners can learn effectively, after taking account of the demands made by the lifelong learning professionals and learners.
Policy Infrastructure
Contents
Led by the government
Reflected the demands of lifelong learning professionals and learners
Need and purpose of research
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To this end, we should find out how lifelong learners and teachers envision e-learning for lifelong learning in the ubiquitous society.
A needs analysis for e-learning was conducted on learners at lifelong learning institutes and education professionals, including teachers and lifelong educators who design lifelong learning programs.
Finally, strategies for the effective use of e-learning programs(contents) for lifelong learning in ubiquitous society are suggested.
Need and purpose of research
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Research Process
Concept define of ubiquitous society and lifelong learning
11
22
33
Fact analysis of e-learning participation in lifelong learning
E-learning needs analysis in a ubiquitous environment
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Different questionnaires for each group were designed. The questions were designed to identify u-learning-related
characteristics for each group, however some of the questions overlapped.
Analysis models: ANOVA, t-test frequency analysis ,cross-sectional analysis, and examine
differences in averages
Research Method
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The total number of the survey respondents : 298
Taking account of the characteristics of the above respondents, the result data of the needs analysis focused on the learners, though when needed the result data of the lifelong educators and professors was compared.
Research Method
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Characteristics of Respondents
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Characteristics of Respondents
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Characteristics of Respondents
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Characteristics of Respondents
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The result data presented in three categories
e-learning participation11
22
33
Awareness and readiness for ubiquitous environments
Needs of e-learning in the ubiquitous environment
Results
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e-learning experience
Frequented e-learning educational websites
Places for e-learning
Primary e-learning tools
more than 90%
distance or cyber universities
home
personal computers
e-learning participation
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Interestingly, the degree of e-learning participation is the highest among those above age 55, and it is the lowest among respondents aged 45-54
The higher one’s academic qualification is, the higher the rate of e-learning participation is. (p=.010)
Moreover, young learners engage in e-learning activities even while on the move.
e-learning participation
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Awareness and readiness for ubiquitous environments
E-learning devices that they currently use
E-learning devices learners will purchase within one year
Level of familiarity with electronic networks and devices
The extent to which learners use electronic devices for time and resource management
11
22
33
44
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E-learning devices that they currently use
21.5%
18.8%16.6%
9.9%
17%
3.6%2.4%
1.5%4.1%
2.6% 1.8% 0.2%
Awareness and readiness for ubiquitous environments
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E-learning devices learners will purchase within one year
Plans to purchase devices that have been launched quite recently, may show that commonly used devices lay the groundwork for a shift from the e-learning era to the mobile learning era.
Awareness and readiness for ubiquitous environments
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Level of familiarity with electronic networks and devices
In general, as the learner’s age increases, less familiar with the devices, with higher academic qualifications corresponding to a higher level of familiarity with electronic devices, (p=.000)
34 years
or young
er
rated 4.32
55 years
or older
rated 3.50
Awareness and readiness for ubiquitous environments
Housewives (3.69) Housewives (3.69)
Technical fields (3.71)
Technical fields (3.71)
Low
relationshi
p
Low
relationshi
pP=.003
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The extent to which learners use electronic devices for time and resource management
63.6% used
the extent rises with decreasing learner age. (Those 34 years or younger averaged a score of 3.86 and
those 55 years or older averaged only 3.27) p=.027 Housewives (3.31) and those working in the service
sector or technical fields (3.31) used the devices relatively sparsely, while those in administrative positions use them the most (4). P=.05
Awareness and readiness for ubiquitous environments
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E-learning needs for lifelong learning in the ubiquitous environment
Intention to participate in lifelong learning through mobile learning
11
22
33
Preferred learning method on the move
Intention to use a smart phone application to access e-learning lectures
Needs for mobile learning by subjects 44
55
66
Learning support needed for e-learning and mobile learning
Requirements for active e-learning and mobile learning
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Intention to participate in lifelong learning through mobile learning
Almost two-thirds of respondents (64.8%) reported that they intend to take part in lifelong learning programs with mobile learning
the expectation and the participation intention of program providers was higher than learners. P=.001
E-learning needs for lifelong learning in the ubiquitous environment
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Intention to participate in lifelong learning through mobile learning
learners with an income of less than 2 million won had the highest score of participation intention of 4.06.
p=.007
Those whose incomes are between 2 million and 4 million won (3.45) and more than 4 million won (3.58) had lower participation intention.
Though the financial conditions of the low-income learner group do not support mobile learning, their expectations for mobile learning is higher than others groups.
E-learning needs for lifelong learning in the ubiquitous environment
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Preferred learning method on the move
33.6%31.1%
10.4%
5% 2.5%5.8%
10%
1.7%
E-learning needs for lifelong learning in the ubiquitous environment
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Intention to use a smart phone application to access e-learning lectures
67.0% of respondents answered that they intend to use smart phones.
On the 5-point scale, the score of 3.77 was relatively a high.
According to the respondents’ groups, professors showed the highest score (4.16) while the learners had a score of 3.75 (p=.013)
E-learning needs for lifelong learning in the ubiquitous environment
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Needs for mobile learning by subjects
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Academic improvementAcademic improvement
learners showed a higher score (3.58) than that of lifelong educators (3.30)
Liberal arts and citizen participationLiberal arts and citizen participation
lifelong educators (4.20 and 3.80) showed higher scores than learners (3.86 and 3.55).
Gender differences were found. Female learners felt a higher need for job training (p=.042)Gender differences were found. Female learners felt a higher need for job training (p=.042)
Needs for mobile learning by subjects
E-learning needs for lifelong learning in the ubiquitous environment
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Learning support needed for e-learning and mobile learning
E-learning needs for lifelong learning in the ubiquitous environment
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Requirements for active e-learning and mobile learning
E-learning needs for lifelong learning in the ubiquitous environment
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Summary
64.8% of the respondents showed an inclination towards lifelong learning through mobile learning.
67.0% of the learners showed an intention to use a smart phone application to access online lectures
the learners’ most preferred methods of learning were listening to online lectures via Wi-Fi (36.3%) and on MP3 players (31.6%)
The need for online tutors (41.7%) was pointed out as the most needed learning support
Support for telecommunication or education expenses was considered the requirement for active e-learning and mobile learning.
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Suggestions
Various e-learning programs targeting the
seniors should be developed
The more exposed the learners are to diverse
electronic devices, the higher the use of such
devices. Therefore, more consideration should
be given to lower income groups and
housewives, who have little exposure to various
electronic devices.
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There should be support for those social groups
that are left out of the ubiquitous learning
environment.
It is imperative to develop learning-teaching
models to promote u-learning in lifelong
learning.
Suggestions