1 / 15

Two Categories of E-Learning in Japan

Two Categories of E-Learning in Japan. Nakayama, M., & Santiago, R. (2004). Two categories of e-learning in Japan. Educational Technology, Research and Development, 52 (3), 100-111. Retrieved January 6, 2005, from the ProQuest database. Two Categories of e-learning.

aspen
Download Presentation

Two Categories of E-Learning in Japan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Two Categories of E-Learning in Japan Nakayama, M., & Santiago, R. (2004). Two categories of e-learning in Japan. Educational Technology, Research and Development, 52(3), 100-111. Retrieved January 6, 2005, from the ProQuest database.

  2. Two Categories of e-learning • Training and licensing with content-system provider as major role • University teaching where content authority plays major role

  3. Recent Developments • 2000 MEXT acknowledged e-learning as a way of teaching and course delivery • MEXT retains authority on program approval and accreditation • Growing number of government projects on e-learning, including E-Japan • Adoption of IT policies that promote e-learning

  4. Cultural Factors • Preference for traditional educational methods, including measuring learning through examinations and mastery of classical information • Education viewed as mental activity, without regard for issues of efficiency and ROI • Belief that private investment in education (e.g. juku) is necessary part of education

  5. Key Roles • Content Authority (subject matter expert) • Content-system provider • Learner

  6. Category 1: E-Learning for Career Training and Licensing • Licensing criteria/standards implicitly defined by content authority – goals and content not explicitly defined • Content-system providers market complete systems • Learners as consumers • Content authority and learner interact two times: when providing info on licensing and during test/certification • Learner does independent study

  7. Category 1 Diagram

  8. Cases of Category 1 • Language Learning (English) • Training and licensing of Information Processing Engineers • In-house training or performance support learning systems • Pre-employment in-house training

  9. Category 2: E-learning in Higher Education • University teaching • University professor as content authority • Content-system provider as hardware/software developer • Learner students • Professor develops course and lectures online or f2f. Also assess learning. • Until 2000, only f2f courses accredited, so e-learning only supplement. Now accredited, being integrated

  10. Category 2 Diagram

  11. Instructor-designed e-learning • Traditionally, professor designs and organizes lectures. Course design includes selecting material and media, using appropriate evaluations, and constructing well-designed assessment. • Few instructional designers available • Very few address both pedagogical and technological aspects of elearning • Students say elearning courses are difficult to understand, and lack clear objectives.

  12. NIME survey 2002 • 15.4% of courses have online features • 40% under development • Online text – 75.3% • Slide presentations – 77.1% • Video streaming – 55.1% • Bulletin boards – 46% • Internet chat – 15.6% • 2.2% of online courses accredited • 91.6% departments have no plan to offer courses fully online

  13. Concerns • Effectiveness – both learning and cost • Necessary operational and management structures • Lack of instructional designers • Learner motivation • Japanese students used to passive learning style, while e-learning requires active learning and participation

  14. Category 2 cases • Shinshu Uniiversity, Graduate School on the Internet (SUGSI) • Asian E-learning Network (AEN)

  15. American Trends in Distance Education • Existing institutions • Corporate-university ventures • Virtual universities • Corporate university or training institutions

More Related