Presenter: Dr. Younghee Woo Institute of Distance Education, KNOU

1. 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) Presenter: Dr. Younghee Woo Institute of Distance Education, KNOU

2. 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. Korea’s Preparation toward Ubiquitous Society

3. 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. Korea’s Preparation toward Ubiquitous Society

4. KOCW (Korea Open CourseWare, http://www.kocw.net/) Be freely accessed through an application for both android and apple phones. Korea’s Preparation toward Ubiquitous Society

5. Korea’s Preparation toward Ubiquitous Society Mobile communication New information communication media • 3G and Wibro • DMB • IPTV Communication devices • Old content is being converted for dissemination. • PMP • MID • Netbooks • smart phones • However, there are not many cases of ubiquitous lifelong learning.

6. Policies and infrastructure are being made with the government help However, they show a lack of the reflection of lifelong learning professionals and learners.

7. 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. Need and purpose of research Led by the government Policy Infrastructure Reflected the demands of lifelong learning professionals and learners Contents

8. To this end, we should find out how lifelong learners and teachers envision e-learning for lifelong learning in the ubiquitous society. Need and purpose of research • 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.

9. Research Process 1 Concept define of ubiquitous society and lifelong learning 2 Fact analysis of e-learning participation in lifelong learning 3 E-learning needs analysis in a ubiquitous environment

10. 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

11. 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

12. Characteristics of Respondents

13. Characteristics of Respondents

14. Characteristics of Respondents

15. Characteristics of Respondents

16. Results • The result data presented in three categories 1 e-learning participation 2 Awareness and readiness for ubiquitous environments 3 Needs of e-learning in the ubiquitous environment

17. e-learning participation e-learning experience more than 90% Frequented e-learning educational websites distance or cyber universities Places for e-learning home Primary e-learning tools personal computers

18. 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

19. Awareness and readiness for ubiquitous environments 1 E-learning devices that they currently use 2 E-learning devices learners will purchase within one year 3 Level of familiarity with electronic networks and devices The extent to which learners use electronic devices for time and resource management 4

20. E-learning devices that they currently use Awareness and readiness for ubiquitous environments 21.5% 18.8% 17% 16.6% 9.9% 2.4% 4.1% 3.6% 1.5% 1.8% 2.6% 0.2%

21. 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. Awareness and readiness for ubiquitous environments

22. 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) Awareness and readiness for ubiquitous environments Housewives (3.69) Technical fields (3.71) rated 4.32 rated 3.50 Low relationship 34 years or younger 55 years or older P=.003

23. 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 Awareness and readiness for ubiquitous environments

24. E-learning needs for lifelong learning in the ubiquitous environment 1 Intention to participate in lifelong learning through mobile learning 2 Preferred learning method on the move 3 Intention to use a smart phone application to access e-learning lectures 4 Needs for mobile learning by subjects 5 Learning support needed for e-learning and mobile learning 6 Requirements for active e-learning and mobile learning

25. Intention to participate in lifelong learning through 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 E-learning needs for lifelong learning in the ubiquitous environment

26. Intention to participate in lifelong learning through mobile learning 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. E-learning needs for lifelong learning in the ubiquitous environment • 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.

27. Preferred learning method on the move E-learning needs for lifelong learning in the ubiquitous environment 33.6% 31.1% 10.4% 10% 5.8% 5% 1.7% 2.5%

28. 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) E-learning needs for lifelong learning in the ubiquitous environment

29. Needs for mobile learning by subjects

30. E-learning needs for lifelong learning in the ubiquitous environment • Needs for mobile learning by subjects Academic improvement learners showed a higher score (3.58) than that of lifelong educators (3.30) Liberal 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)

31. E-learning needs for lifelong learning in the ubiquitous environment • Learning support needed for e-learning and mobile learning

32. E-learning needs for lifelong learning in the ubiquitous environment • Requirements for active e-learning and mobile learning

33. 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.

34. 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.

35. Suggestions • 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.