AbstractMany studies report positive learning experience and improved performance in online colla... more AbstractMany studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self-efficacy, Instructional Design, Technology Use and Collaborative Process. The implications of this finding for policy-making and practice are discussed and further research in this field is suggested.Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self-efficacy, Instructional Design, Technology Use and Collaborative Process. The implications of this finding for policy-making and practice are discussed and further research in this field is suggested.Practitioner NotesWhat is already known about this topic• Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.• Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.• There are various factors affecting such stress in online collaboration.What this paper adds• Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.• Culture is an important variable explaining learners' stress in online collaboration.• Stress-reducing strategies for online collaborative learning in English are suggested.Implications for practice and/or policy• Help instructors design stress-reduced online collaborative learning environment• Help instructors apply culturally appropriate scaffolding strategies during online collaboration• Help universities review and improve English as a Foreign Language and technology literacy programmes.What is already known about this topic• Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.• Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.• There are various factors affecting such stress in online collaboration.Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.There are various factors affecting such stress in online collaboration.What this paper adds• Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.• Culture is an important variable explaining learners' stress in online collaboration.• Stress-reducing strategies for online collaborative learning in English are suggested.Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.Culture is an important variable explaining learners' stress in online collaboration.Stress-reducing strategies for online collaborative learning in English are suggested.Implications for practice and/or policy• Help instructors design stress-reduced online collaborative learning environment• Help instructors apply culturally appropriate scaffolding strategies during online collaboration• Help universities review and improve English as a Foreign Language and technology literacy programmes.Help instructors design stress-reduced online collaborative learning environmentHelp instructors apply culturally appropriate scaffolding strategies during online collaborationHelp universities review and improve English as a Foreign Language and technology literacy programmes.
Despite the huge popularity of YouTube, there has been little research into the factors affecting... more Despite the huge popularity of YouTube, there has been little research into the factors affecting educational applications of this social medium. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Five hundred and sixty-nine students and 56 educators from Japanese and American universities were surveyed to assess the influence of UTAUT-related factors on YouTube acceptance in these two countries. The paper reports on the findings, proposes further studies and offers some suggestions for the use of YouTube in education.
Despite continuous efforts to increase retention, dropout rates are high in distance universities... more Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students' main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners' perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non reenrollment include: a decrease in the number of required credit hours' study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities.
Research indicates that distance education (DE) students regard learner support systems as the ke... more Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students' perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.
The present study was designed to identify the quality dimensions as perceived by adult learners ... more 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.
Open Learning: The Journal of Open and Distance Learning, 2005
... These studies in general show the methodological limitations of cost‐effectiveness studies an... more ... These studies in general show the methodological limitations of cost‐effectiveness studies and make it difficult to compare the results (Bakia, 20001. Bakia M (2000) The costs of ICT use in higher education, what little we know TechKnowLogia JanuaryFebruary, 49 52 ...
The paper proposes a model for e-education in instruction, training, initiation and induction bas... more The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K-12 schooling, but the model may be applied to ICT integration in all sectors of education and training.
With the phenomenal expansion of distance education in Asia during the past three decades, there ... more With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education.
There have been few efforts to investigate the concept of quality from learners' perspectives or ... more There have been few efforts to investigate the concept of quality from learners' perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners' perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory.
Teaching is becoming one of the most challenging professions in our society where knowledge is ex... more Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers' training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre-and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.
Teaching is becoming one of the most challenging professions in our society where knowledge is ex... more Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers' training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre-and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.
Innovations in Education and Teaching International, 2001
The Presidential Commission on Education Reform of South Korea defined the goal of the South Kore... more The Presidential Commission on Education Reform of South Korea defined the goal of the South Korean education system in the 21st century as an Edutopia, an education welfare society of open and lifelong education to allow each and every individual equal and easy access to education at any time and place. Responding to the Commission's recommendation, the government initiated a Virtual University Trial Project that was intended to operate until 2000. Its aims were to: (i) encourage partnerships among universities and the private sector, and the sharing of existing resources; (ii)create a cost-effective virtual education system without diminishing quality; (iii)identify appropriate policies and standards for running a virtual university; and (iv) share experiences. This paper examines recent government policies in higher education in South Korea, analyses changes, introduces the Virtual University Trial Project and discusses its impacts on higher education. Recommendations for improvement and future research are offered.
Assuming that ICT ethics are influenced by both moral and circumstantial factors, the study inves... more Assuming that ICT ethics are influenced by both moral and circumstantial factors, the study investigates Japanese college students’ ethical judgments and behavioral intentions in three scenarios involving ICT-related ethical problems and explores why they make such decisions, relying on five moral philosophies: moral equity, relativism, contractualism, egoism, and utilitarianism. The findings reveal that except for egoism, four moral dimensions affect ethical decisions of Japanese college students, each having different effects according to the particular ethical situation presented. Overall, the concepts of justice, fairness and moral rightness were found to influence these students’ ethical judgments in all ICT-related ethical dilemmas; legal obligations and benefits to society were found to have a weaker impact. It was also found that the students may behave unethically in ICT-related matters if these behaviors are perceived as culturally or traditionally acceptable or not perceived to be morally wrong. In conclusion, further research is suggested to analyze various scenario effects on students’ ICT-related ethical decisions and to investigate how cultural, professional and other environmental factors affect ethical decision-making. The establishment of a coherent ICT ethics policy in colleges is also proposed.
Open Learning: The Journal of Open and Distance Learning, 2000
... for more flexible services for the increasingly diverse student population; the need to impro... more ... for more flexible services for the increasingly diverse student population; the need to improve the quality of educational services; and the demand for increased communication between students and faculty, or among students. Each of the technology innovations at KNOU is ...
, computer hardware systems, and communication tools to support educational professionals in remo... more , computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this 2 Shih, Hung, Ma, and Jin
Educational Technology Research and Development, 2011
This study identifies a set of competencies displayed in the successful distance learner. It empl... more 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.
Insung Jung T e a c h e r T r a i n i n g C o ll a b o ra ti o n T e c h n o l o g y I n n o v a ... more Insung Jung T e a c h e r T r a i n i n g C o ll a b o ra ti o n T e c h n o l o g y I n n o v a t i o n s C l a s s r o o m s C a s e S t u d i e s Learning This case study and others in the series have been supported through a grant from The World Bank's infoDev program to the Institute of International Education.
Japan and Korea have highly developed information and communications technology infrastructures a... more Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation. However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts. The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development. It attributes this to differences in the cultural perspectives, values and customs of the two countries' policy makers, managers and faculty members. The findings are seen to hold important lessons for other countries embarking on e-transformation.
Innovations in Education and Teaching International, 2002
... The number of messages posted on the discussion boards in each interaction group was counted ... more ... The number of messages posted on the discussion boards in each interaction group was counted ... it is important for the instructor to recognize students' involvement in discussion by using ... significant differences among the groups in terms of their attitude towards online learning. ...
AbstractMany studies report positive learning experience and improved performance in online colla... more AbstractMany studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self-efficacy, Instructional Design, Technology Use and Collaborative Process. The implications of this finding for policy-making and practice are discussed and further research in this field is suggested.Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self-efficacy, Instructional Design, Technology Use and Collaborative Process. The implications of this finding for policy-making and practice are discussed and further research in this field is suggested.Practitioner NotesWhat is already known about this topic• Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.• Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.• There are various factors affecting such stress in online collaboration.What this paper adds• Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.• Culture is an important variable explaining learners' stress in online collaboration.• Stress-reducing strategies for online collaborative learning in English are suggested.Implications for practice and/or policy• Help instructors design stress-reduced online collaborative learning environment• Help instructors apply culturally appropriate scaffolding strategies during online collaboration• Help universities review and improve English as a Foreign Language and technology literacy programmes.What is already known about this topic• Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.• Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.• There are various factors affecting such stress in online collaboration.Online collaboration enhances learning effectiveness and quality of learning experience but causes stress.Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance.There are various factors affecting such stress in online collaboration.What this paper adds• Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.• Culture is an important variable explaining learners' stress in online collaboration.• Stress-reducing strategies for online collaborative learning in English are suggested.Four factors influence stress in online collaborative learning in English: Self-efficacy, Instructional Design, Technology Use and Collaborative Process.Culture is an important variable explaining learners' stress in online collaboration.Stress-reducing strategies for online collaborative learning in English are suggested.Implications for practice and/or policy• Help instructors design stress-reduced online collaborative learning environment• Help instructors apply culturally appropriate scaffolding strategies during online collaboration• Help universities review and improve English as a Foreign Language and technology literacy programmes.Help instructors design stress-reduced online collaborative learning environmentHelp instructors apply culturally appropriate scaffolding strategies during online collaborationHelp universities review and improve English as a Foreign Language and technology literacy programmes.
Despite the huge popularity of YouTube, there has been little research into the factors affecting... more Despite the huge popularity of YouTube, there has been little research into the factors affecting educational applications of this social medium. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Five hundred and sixty-nine students and 56 educators from Japanese and American universities were surveyed to assess the influence of UTAUT-related factors on YouTube acceptance in these two countries. The paper reports on the findings, proposes further studies and offers some suggestions for the use of YouTube in education.
Despite continuous efforts to increase retention, dropout rates are high in distance universities... more Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students' main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners' perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non reenrollment include: a decrease in the number of required credit hours' study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities.
Research indicates that distance education (DE) students regard learner support systems as the ke... more Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students' perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.
The present study was designed to identify the quality dimensions as perceived by adult learners ... more 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.
Open Learning: The Journal of Open and Distance Learning, 2005
... These studies in general show the methodological limitations of cost‐effectiveness studies an... more ... These studies in general show the methodological limitations of cost‐effectiveness studies and make it difficult to compare the results (Bakia, 20001. Bakia M (2000) The costs of ICT use in higher education, what little we know TechKnowLogia JanuaryFebruary, 49 52 ...
The paper proposes a model for e-education in instruction, training, initiation and induction bas... more The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K-12 schooling, but the model may be applied to ICT integration in all sectors of education and training.
With the phenomenal expansion of distance education in Asia during the past three decades, there ... more With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education.
There have been few efforts to investigate the concept of quality from learners' perspectives or ... more There have been few efforts to investigate the concept of quality from learners' perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners' perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory.
Teaching is becoming one of the most challenging professions in our society where knowledge is ex... more Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers' training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre-and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.
Teaching is becoming one of the most challenging professions in our society where knowledge is ex... more Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers' training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre-and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.
Innovations in Education and Teaching International, 2001
The Presidential Commission on Education Reform of South Korea defined the goal of the South Kore... more The Presidential Commission on Education Reform of South Korea defined the goal of the South Korean education system in the 21st century as an Edutopia, an education welfare society of open and lifelong education to allow each and every individual equal and easy access to education at any time and place. Responding to the Commission's recommendation, the government initiated a Virtual University Trial Project that was intended to operate until 2000. Its aims were to: (i) encourage partnerships among universities and the private sector, and the sharing of existing resources; (ii)create a cost-effective virtual education system without diminishing quality; (iii)identify appropriate policies and standards for running a virtual university; and (iv) share experiences. This paper examines recent government policies in higher education in South Korea, analyses changes, introduces the Virtual University Trial Project and discusses its impacts on higher education. Recommendations for improvement and future research are offered.
Assuming that ICT ethics are influenced by both moral and circumstantial factors, the study inves... more Assuming that ICT ethics are influenced by both moral and circumstantial factors, the study investigates Japanese college students’ ethical judgments and behavioral intentions in three scenarios involving ICT-related ethical problems and explores why they make such decisions, relying on five moral philosophies: moral equity, relativism, contractualism, egoism, and utilitarianism. The findings reveal that except for egoism, four moral dimensions affect ethical decisions of Japanese college students, each having different effects according to the particular ethical situation presented. Overall, the concepts of justice, fairness and moral rightness were found to influence these students’ ethical judgments in all ICT-related ethical dilemmas; legal obligations and benefits to society were found to have a weaker impact. It was also found that the students may behave unethically in ICT-related matters if these behaviors are perceived as culturally or traditionally acceptable or not perceived to be morally wrong. In conclusion, further research is suggested to analyze various scenario effects on students’ ICT-related ethical decisions and to investigate how cultural, professional and other environmental factors affect ethical decision-making. The establishment of a coherent ICT ethics policy in colleges is also proposed.
Open Learning: The Journal of Open and Distance Learning, 2000
... for more flexible services for the increasingly diverse student population; the need to impro... more ... for more flexible services for the increasingly diverse student population; the need to improve the quality of educational services; and the demand for increased communication between students and faculty, or among students. Each of the technology innovations at KNOU is ...
, computer hardware systems, and communication tools to support educational professionals in remo... more , computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this 2 Shih, Hung, Ma, and Jin
Educational Technology Research and Development, 2011
This study identifies a set of competencies displayed in the successful distance learner. It empl... more 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.
Insung Jung T e a c h e r T r a i n i n g C o ll a b o ra ti o n T e c h n o l o g y I n n o v a ... more Insung Jung T e a c h e r T r a i n i n g C o ll a b o ra ti o n T e c h n o l o g y I n n o v a t i o n s C l a s s r o o m s C a s e S t u d i e s Learning This case study and others in the series have been supported through a grant from The World Bank's infoDev program to the Institute of International Education.
Japan and Korea have highly developed information and communications technology infrastructures a... more Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation. However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts. The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development. It attributes this to differences in the cultural perspectives, values and customs of the two countries' policy makers, managers and faculty members. The findings are seen to hold important lessons for other countries embarking on e-transformation.
Innovations in Education and Teaching International, 2002
... The number of messages posted on the discussion boards in each interaction group was counted ... more ... The number of messages posted on the discussion boards in each interaction group was counted ... it is important for the instructor to recognize students' involvement in discussion by using ... significant differences among the groups in terms of their attitude towards online learning. ...
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