A Study on the Development Strategy of Smart Learning for Public Education

Abstract

Recently the development of ICT has a big impact on education field, and diffusion of smart devices has brought new education paradigm. Since people has an opportunity to use various contents anytime and communicate in an interactive way, the method of learning has changing. In 2011, Korean government has established the smart education promotion plan to be a first mover in the paradigm shift from e-learning to smart learning. Especially, government aimed to improve the quality of learning materials and method in public schools, and also to decrease the high expenditure on private education. However, the achievement of smart education policy has not emerged yet, and the refinement of smart learning policy and strategy is essential at this moment. Therefore, the purpose of this study is to propose the successful strategies for smart learning in public education. First, this study explores the status of public education and smart learning environment in Korea. Then, it derives the key success factors through SWOT(Strength, Weakness, Opportunity, Threat) analysis, and suggests strategic priorities through AHP(Analytic Hierarchy Priority) method. The interview and survey were conducted with total 20 teachers, who works in public schools. As a results, focusing on weakness-threat(WT) strategy is the most prior goal for public education, to activate the smart learning. As sub-factors, promoting the education programs for teachers(W2), which is still a weakness, appeared as the most important factor to be improved. The second sub-factor with high priority was an efficient optimizing the capability of new learning method(S4), which is a strength of systematic public education environment. The third sub-factor with high priority was the extension of limited government support(T4), which could be a threat to other public schools with no financial support. In other words, the results implicate that government institution factors should be considered with high priority to make invisible achievement in smart learning. This study is significant as an initial approach with strategic perspective for public education. While the limitation of this study is that survey and interview were conducted with only teachers. Accordingly, the future study needs to be analyzed in effectiveness and feasibility, by considering perspectives from field experts and policy makers.

Health Issues with Learning to Use Smart Devices in the Digital Age: Using a Grounded Theory Approach

“…Smart learning is a concept that combines smart devices (smart phones, tablet PCs, and new inner technologies) and is a learner-centered customized learning method. Additionally, certain learning methods use advanced information and communication technologies, as well as network resources based on such technologies [ 1 ]. Koper (2014) defines a smart learning environment as a physical environment enhanced by digital, context-aware, and adaptive devices that facilitate faster and better learning [ 2 ].…”

“…The definition of smart learning encompasses different educational methods using smart devices in a broad sense. In Korea, the concept of smart learning is most commonly used by the Ministry of Education, who in 2011 created the “SMART” concept, which is defined as learning information technology involving self-directed, interest-inducing, and abundant materials to suit learners’ level and aptitude [ 1 ]. As a way to increase educational satisfaction, reduce dependence on private education, and improve classroom classes, the introduction of smart learning in Korean public education began in earnest 2011 with the establishment of the “smart education promotion strategy”.…”

What should be done to develop ICT-based PE class in the era of the Fourth Industrial Revolution?: using AHP and IPA analysis within the Korean educational contexts

“…In VR sports gyms operated by the government, the results have shown that educational performance has been minimal, in contrast to initial expectations (Joo & Kim, 2018 ; You et al, 2019 ). The reason for this is that ICT utilization in the educational field was implemented by the government as a promotional strategy for strengthening public education and the growth of the education industry rather than being rooted in teacher demand (Kim et al, 2015 ; Noh et al, 2011 ). In other words, this can be interpreted as an appearance-oriented educational initiative by the government that does not involve consensus from teachers regarding ICT utilization at school, which could undermine the educational value of PE classes using ICT.…”