CHƯƠng trình dự kiến tham dự HỘi thảo quốc tế TẠi tp hcm thời gian: từ ngày 8 đến ngày 10 tháng 12 năm 2011 Thành phần: 24 cán bộ, giảng viên của trường Đại học Thương mại

• 
  06h45: Tập trung tại trường, xe đưa đoàn ra sân bay (phòng TCHC thuê xe)
  
• 
  Chuyến bay VN7125 đi TP HCM khởi hành 09h00 đến nơi lúc 11h00
  
• 
  11h00: Xe đón đoàn tại sân bay TP HCM đưa về khách sạn Kelly, 42-44 Thủ Khoa Huân, Quận 1, TP HCM; nhận phòng và ăn trưa tại khách sạn
  
• 
  Chiều và tối: Tự do.
  

• 
  07h00: Ăn sáng tại Khách sạn
  
• 
  07h45: Cả đoàn sang phòng Hội thảo (phòng Đại Yến, Dinh Thống Nhất)
  
• 
  08h00: Đăng ký đại biểu, nhận phù hiệu và tài liệu Hội thảo, tham dự Hội thảo theo kế hoạch
  
• 
  12h00: Bế mạc Hội thảo, tiệc chiêu đãi tại Hội trường A, Dinh Thống Nhất
  
• 
  Chiều: Nghỉ ngơi tại khách sạn
  
• 
  18h30: Cả đoàn tập trung dự cơm tối thân mật mừng thành công của Hội thảo cùng với các đại biểu nước ngoài và đại diện trường Cao đẳng Kinh tế Đối ngoại TP HCM
  

• 
  06h30: Ăn sáng tại Khách sạn
  
• 
  07h15: Trả phòng khách sạn, xe đưa đoàn ra sân bay
  
• 
  09h05: Chuyến bay VN1176 đưa đoàn về Hà Nội
  
• 
  11h05: Xe đón đoàn tại sân bay Nội Bài đưa về trường.
  

• 
  Các tác giả được mời đến nhận kỷ yếu tại phòng Khoa học Đối ngoại trước ngày 2/12/2011
  
• 
  Chuẩn bị trang phục đẹp, lịch sự, mang theo chứng minh thư để làm thủ tục hàng không và khách sạn, mang theo kỷ yếu
  
• 
  Phòng HCTH thuê xe đưa và đón sân bay Nội Bài
  
• 
  Phòng KHTC hướng dẫn giấy tờ đi đường cho cả đoàn và làm các thủ tục khác với trường Cao đẳng Kinh tế Đối ngoại
  
• 
  Những người có nguyện vọng thay đổi thời gian đi và về cần báo cáo xin phép Hiệu trưởng và tự liên lạc với phòng vé của hàng không Việt Nam để thay đổi
  

Recently, much emphasis has been placed on facilitating e learning in university education in Korea. Many universities and colleges have made efforts to build their own cyber-campuses and have developed various forms of e-learning content for their taught courses. Among them, 10 universities have been designated as “Regional University E-learning Centers” (RUECs) by the Korean government. These centers have the objective of promoting the development of e learning content for classes. They also have many programs to facilitate the sharing of the content developed among the universities in their region.

In this paper, we sought to analyze the function and role of RUECs in promoting e-learning for university education in Korea. Additionally, the performance of the project is investigated through a case study of a regional university e-learning center. Performance is assessed in terms of class satisfaction and formal evaluations by class participants.

II. The e-learning situation in university education in Korea

2.1. Definition and benefits of e-learning

Today, e-learning is in wide use in university teaching in Korea. It has been implemented in various forms from solely online teaching to functioning as a complement to conventional teaching, that is, a blended learning solution.

E-learning is defined as instruction delivered via a digital device, such as a computer or mobile device, which is intended to support learning. The various forms of e-learning are considered to have the following features:

• 
  stores and/or transmits lessons on CD-ROM, local internal, or external memory, or uses the internet or an intranet,
  
• 
  includes content relevant to the learning objective,
  
• 
  uses media elements, such as words and pictures, to deliver content, and
  
• 
  uses instructional methods such as examples, practice, and feedback to promote learning (Clark & Mayer, 2003).
  

There are many advantages to using e-learning tools: it is available anytime, anywhere in the world, and in different languages. However, one of the biggest advantages is cost saving. This is especially manifested in the business situation. An online training manager at a Korean firm mentioned that creating an e-learning module is three times less expensive than creating an instructor-led class. For example, IBM found that using e-learning technology enabled the company to trim the cost of training by $400 million a year.

It is also often claimed that e-learning and class learning are equally effective (T+D, 2006). A review of online learning by some scholars concurs with this: “Overwhelming evidence has shown that learning under an online environment can be as effective as that in traditional classrooms” (Talent-Runnels, et al., 2006).

2.2. Wide use of e-learning in university education in Korea

E-learning is no longer an unusual phenomenon in Korean universities. They have been eager to adopt e-learning for their regular teaching and classes. Many universities have established their own cyber campuses on their intranets and have been given incentives to make their teachers get involved in e-learning. Their efforts have also been supported by a government policy to stimulate e-learning in university education.

According to the ‘2010 Higher Education E-learning Survey, 71.6% of 215 universities and colleges that responded to the survey had adopted various kinds of e-learning in their teaching. Specifically, 83.2% of universities, 59.5% of technical colleges, and 100% of cyber universities that depend on online teaching made use of e-learning in their teaching. The figures for state and private universities were 65.5% and 72.8%, respectively.

Content for e-learning has been actively developed. Indeed, the number of e-learning courses was 637 in 2006, but it had increased markedly to 2,029 in 2010.

In Korea, RUECs have played a central role in e-learning in the university education system. To encourage IT-based university education, the Korean Ministry of Education, Science, and Technology formulated a ‘University E-Learning Center Building Master Planin 2003, which divided the nation into 10 regions and set up a regional university e-learning center in each. Under the plan, many leading universities, building consortia with smaller universities, applied to participate in the program. Initially, only two or three universities were finally approved as regional university e-learning centers by the Ministry, based on their facilities for, and commitment to, e learning. Now, this has been extended to the 10 planned centers. When a university is designated as a regional university e-learning center, it can get certain subsidies from the government. However, the major portion of the budget for the centers is raised by the universities, with a matching fund for the project.

The roles of regional university e-learning centers are as follows:

The main task of the institution is to secure sufficient and high quality content for the purpose of teaching. Top this end, the center has operated the ‘E-Learning Content Development Program, which gives financial and technical support to professors to encourage content development. Every semester, proposals are submitted to the center by professors who want to develop e learning content for their class and they are evaluated by a screening committee. The typical content development process at the e-learning center is shown in Figure 1.

Figure 1. E-Learning development process

Figure 2. E-learning content developed by regional centers (2008-2010).