Presenter: Dr. Younghee Woo Institute of Distance Education, KNOU E-learning expectations for Korea’s lifelong learning in the “ubiquitous society” Dr

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)

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.

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.


KOCW (Korea Open CourseWare, http://www.kocw.net/) Be freely accessed through an application for both

android and apple phones.


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.


However, there are not many cases of ubiquitous lifelong learning.

Policies and infrastructure are being made

with the government help

However, they show a lack of the reflection

of lifelong learning professionals and

learners.

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

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

Research Process

Concept define of ubiquitous society and lifelong learning

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22

33

Fact analysis of e-learning participation in lifelong learning

E-learning needs analysis in a ubiquitous environment

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

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

Characteristics of Respondents




The result data presented in three categories

e-learning participation11

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Awareness and readiness for ubiquitous environments

Needs of e-learning in the ubiquitous environment

Results

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

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


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

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44

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%


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.


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


Housewives (3.69) Housewives (3.69)

Technical fields (3.71)

Technical fields (3.71)

Low

relationshi

p

Low

relationshi

pP=.003

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


E-learning needs for lifelong learning in the ubiquitous environment

Intention to participate in lifelong learning through mobile learning

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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


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



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.


Preferred learning method on the move

33.6%31.1%

10.4%

5% 2.5%5.8%

10%

1.7%


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)


Needs for mobile learning by subjects

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


Learning support needed for e-learning and mobile learning


Requirements for active e-learning and mobile learning


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.

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.

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

Documents

Presenter: Dr. Younghee Woo Institute of Distance Education, KNOU E-learning expectations for Korea’s lifelong learning in the “ubiquitous society” Dr