Literaturnachweis - Detailanzeige
| Autor/in | Im, Tami |
|---|---|
| Titel | Online and Blended Learning in Vocational Training Institutions in South Korea |
| Quelle | In: Knowledge Management & E-Learning, 13 (2021) 2, S.194-208 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Im, Tami) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2073-7904 |
| Schlagwörter | Electronic Learning; Blended Learning; Vocational Education; Vocational Schools; Vocational Education Teachers; Teacher Attitudes; Administrator Attitudes; Adoption (Ideas); Intention; Educational Needs; Instructional Materials; Time Management; Barriers; Foreign Countries; South Korea |
| Abstract | This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions' intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings. (As Provided). |
| Anmerkungen | Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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