3.1 South Korea The South Korean contribution has two overall prospects for the study:
1. A prospect for technological achievements focuses on providing needed learning materials after understanding learners’ adaptive learning.
2. A prospect for the learning achievements in the ubiquitous age. The word u-learning has been coined and the South Korean government has been making various efforts to realize this. U-learning enables and motivates learners to learn anywhere and at any time while tailoring curriculum for them to study on their own. In short, it is learner-centred.
The South Korean study gives an overview of national initiatives regarding the implementation of e-learning in lifelong learning; followed by the results of a needs analysis aiming to provide recommendations for further development in the its education system. The concepts ofubiquity are introduced with regards to the technological opportunities and potential for implementation in education programs and followed by the needs analysis, which was conducted on learners at lifelong learning institutions (open universities, cyber universities and centers for lifelong learning), and education professionals, including teachers and educators who design lifelong learning programs. The potential learning achievements for lifelong learning are emphasized becausepeople in different phases and places of life are especially assumed to benefit from ubiquitous technology, and strategies for enhancing effective use of e-learning for lifelong learning in the ubiquitous society are suggested. The South Korean context is unique because of the six participating countries, it is the only one that has initiated a country-wide groundwork to create a ubiquitous learning environment (i.e. u-Korea; started in 2005).
The South Korean study reveals that there is a higher degree of participation among those with higher qualifications, and a high e-learning activity among retired citizens. While the elderly use desktop computers, the younger have diverse patterns of mobile technologies. Women, regardless of age, appear poorly represented as e-learners as well as u-learners.
The study seems to reveal a profile of the u-learner as a well-educated young man, who has access to and uses smart technology, and a greater desire than the less privileged to take part in mobile learning activities. The study expresses the im-portance to ensure wide-scale accessibility and recognizes that self-initiative is critical to sustain u-learning efforts, especially from the perspective of the learner. The actual educational value of technologies,and not merely the technological tools themselves, also need to be examined.
3.1 South Korea The South Korean contribution has two overall prospects for the study:1. A prospect for technological achievements focuses on providing needed learning materials after understanding learners’ adaptive learning.2. A prospect for the learning achievements in the ubiquitous age. The word u-learning has been coined and the South Korean government has been making various efforts to realize this. U-learning enables and motivates learners to learn anywhere and at any time while tailoring curriculum for them to study on their own. In short, it is learner-centred.The South Korean study gives an overview of national initiatives regarding the implementation of e-learning in lifelong learning; followed by the results of a needs analysis aiming to provide recommendations for further development in the its education system. The concepts ofubiquity are introduced with regards to the technological opportunities and potential for implementation in education programs and followed by the needs analysis, which was conducted on learners at lifelong learning institutions (open universities, cyber universities and centers for lifelong learning), and education professionals, including teachers and educators who design lifelong learning programs. The potential learning achievements for lifelong learning are emphasized becausepeople in different phases and places of life are especially assumed to benefit from ubiquitous technology, and strategies for enhancing effective use of e-learning for lifelong learning in the ubiquitous society are suggested. The South Korean context is unique because of the six participating countries, it is the only one that has initiated a country-wide groundwork to create a ubiquitous learning environment (i.e. u-Korea; started in 2005).The South Korean study reveals that there is a higher degree of participation among those with higher qualifications, and a high e-learning activity among retired citizens. While the elderly use desktop computers, the younger have diverse patterns of mobile technologies. Women, regardless of age, appear poorly represented as e-learners as well as u-learners.The study seems to reveal a profile of the u-learner as a well-educated young man, who has access to and uses smart technology, and a greater desire than the less privileged to take part in mobile learning activities. The study expresses the im-portance to ensure wide-scale accessibility and recognizes that self-initiative is critical to sustain u-learning efforts, especially from the perspective of the learner. The actual educational value of technologies,and not merely the technological tools themselves, also need to be examined.
การแปล กรุณารอสักครู่..