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-learningTwo Categories of e-learning Training and licensing with

content-system provider as major role

University teaching where content authority plays major role

Training and licensing with content-system provider as major role

University teaching where content authority plays major role

Recent DevelopmentsRecent 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

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

Cultural FactorsCultural 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

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

Key RolesKey Roles

Content Authority (subject matter expert)

Content-system provider Learner

Content Authority (subject matter expert)

Content-system provider Learner

Category 1: E-Learning for Career Training and Licensing

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

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

Category 1 DiagramCategory 1 Diagram

Cases of Category 1Cases 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

Language Learning (English) Training and licensing of

Information Processing Engineers In-house training or performance

support learning systems Pre-employment in-house training

Category 2: E-learning in Higher EducationCategory 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

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

Category 2 DiagramCategory 2 Diagram

Instructor-designed e-learningInstructor-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 techno

logical aspects of elearning Students say elearning courses are difficult to

understand, and lack clear objectives.

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 techno

logical aspects of elearning Students say elearning courses are difficult to

understand, and lack clear objectives.

NIME survey 2002NIME 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

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

ConcernsConcerns

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

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

Category 2 casesCategory 2 cases

Shinshu Uniiversity, Graduate School on the Internet (SUGSI)

Asian E-learning Network (AEN)

Shinshu Uniiversity, Graduate School on the Internet (SUGSI)

Asian E-learning Network (AEN)

American Trends in Distance EducationAmerican Trends in Distance Education Existing institutions Corporate-university ventures Virtual universities Corporate university or training

institutions

Existing institutions Corporate-university ventures Virtual universities Corporate university or training

institutions