Distance and Blended Learning in Asia

Latchem, Colin; Jung, Insung

doi:10.4324/9780203878774

Cited by 60 publications

(51 citation statements)

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“…One possible explanation may be that the participants of the study might have thought that institutional QA mechanism is enough to assure the quality of e-learning since it includes an evaluation/ assessment component. Another explanation may be that Asian society traditionally has been more hierarchical than Western societies and the textbook, teacher and older person are therefore to be respected and not challenged (Suzuki and Jung, in press;Latchem and Jung 2009). In this culture, evaluation/assessment would be perceived as an area conferred by the institution or the teacher and thus considered to be granted.…”

Section: Discussionmentioning

confidence: 97%

“…Since the early 2000s, 18 private, non-profit cyber universities and colleges have been established, 85% of the public and private universities have provided courses online, and over fifty online teacher training centers and hundreds of for-profit e-learning companies have been founded. And almost 60% of large corporations and 20% of small and medium-sized enterprises were using e-learning as early as 2004 (Latchem and Jung 2009). These developments have provided Korean adult learners with ample opportunities to take various e-learning courses and programs at low cost and have enabled learners to become familiar and confident with e-learning.…”

Section: E-learning Contextmentioning

confidence: 98%

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The dimensions of e-learning quality: from the learner’s perspective

Jung

2010

Education Tech Research Dev

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129

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The present study was designed to identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions. The results of the exploratory factor analysis arising from a survey of 299 learners revealed that from their perspective, there were seven dimensions in evaluating the e-learning quality: Interaction, Staff Support, Institutional Quality Assurance Mechanism, Institutional Credibility, Learner Support, Information and Publicity and Learning Tasks. And the confirmatory factor analysis with responses obtained from another set of 496 adult learners confirmed a good fit of the seven-factor model to the observed data. While most of these seven dimensions are supported by previous studies, some dimensions, such as technology support, content and evaluation/assessment that e-learning providers had highlighted did not appear to be important for Korean adult learners. Possible explanations for these findings are discussed in relation to learner characteristics, e-learning design, and culture, and further research topics are suggested.

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Section: Discussionmentioning

confidence: 97%

Section: E-learning Contextmentioning

confidence: 98%

The dimensions of e-learning quality: from the learner’s perspective

Jung

2010

Education Tech Research Dev

Self Cite

129

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“…However, this may in part be explained by the fact that this study was conducted in the Korean distance teaching and learning culture. As noted in Latchem andJung (2009) andLim (2007), most Korean distance and e-learning is through text or lectures-on-demand with little opportunity for interaction, case-based learning, problem-solving or creative thinking. Thus relatively little use is made of the interactive capacities of the Internet.…”

Section: Discussionmentioning

confidence: 98%

“…In its 2003 e-learning readiness study, the Economist Intelligence Unit ranked Korea 5th globally (EIU 2003). More recent data reveal that 85% of the public and private universities in Korea provide courses online and almost 60% of large corporations and 20% of small and medium-sized enterprises were adopting e-learning as early as 2004 (Latchem and Jung 2009).…”

Section: Settingmentioning

confidence: 99%

The distance learner competencies: a three-phased empirical approach

Hong

Jung

2010

Education Tech Research Dev

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This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies, comprised Behavioral Event Interviews with nine successful distance learners. In Phase II, these competencies were reviewed, elaborated and categorized by seven distance education experts by means of semi-structured interviews. A list of 15 competencies in 5 clusters was then developed and in Phase III, these competencies and clusters were verified quantitatively by surveying 197 successful distance learners. The results reveal that all of these 15 competencies are critically important to, and commonly displayed by, successful distance learners and that of these, management skills is the most important. The findings and their implications are examined and the paper concludes with suggestions for further research into learner competencies.

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“…It is recommended that countries and institutions have clear visions, strategic plans, commitment and implementation capability (Latchem and Jung 2010). It is clear that without other, de-centralized supportive measures, national policies will not easily result in changes in instructional practices.…”

Section: Rationales Driving Integration Of Ict In Education and Transmentioning

confidence: 99%

Information and communication technology in teacher education in Vietnam: from policy to practice

Peeraer¹,

Petegem

2011

Educ Res Policy Prac

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During the school year 2008-2009, the Ministry of Education and Training of Vietnam launched the 'Year of ICT' to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000-the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice.

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Distance and Blended Learning in Asia

Cited by 60 publications

References 0 publications

The dimensions of e-learning quality: from the learner’s perspective

The dimensions of e-learning quality: from the learner’s perspective

The distance learner competencies: a three-phased empirical approach

Information and communication technology in teacher education in Vietnam: from policy to practice

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