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
Thứ năm ngày 08/12:
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.
Thứ sáu ngày 09/12:
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
Thứ bảy ngày 10/12:
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.
Chú ý:
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
CHƯƠNG TRÌNH HỘI THẢO NGÀY 09/12/2011
08:00 - 08:30:
08:30 - 08:50:
08:50 - 09:15:
09:15 - 09:40:
09:40 - 10:05
10:05 - 10:25:
10:25 - 10:50:
10:50 - 11:15:
11:15 - 11:40:
11:40 - 12:00
12:15 - 13:30
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Đăng ký, đón tiếp đại biểu
Phát biểu chào mừng của BTC và Khách quý
Trình bày báo cáo và các thảo luận
Đẩy mạnh đào tạo trực tuyến trong đào tạo Đại học tại Hàn Quốc: Vai trò của các trung tâm đào tạo trực tuyến đại học vùng - GS HAN, In-Soo;
GS OH, Keun-Yeob - Đại học Chung Nam, Hàn Quốc
Bước đột phá mới trong xây dựng danh mục đầu tư tối ưu
Nguyễn Hoàng Thụy Bích Trâm - Trường ĐH Kinh tế TP.HCM
Hợp tác và cạnh tranh qua Hội nhập Cảng biến đến Nội địa - Irina Dovbischuk, Nguyen Khoi Tran, Hans-Dietrich Haasis, ISL Bremen
Giải lao
Nguồn nhân lực chất lượng cao và phát triển kinh tế Việt Nam
ThS. Phạm Xuân Thu, Trường CĐ KTĐN TP HCM
Phân tích Quy trình và Kinh nghiệm của về mở cửa toàn diện của Trung Quốc với thế giới: Hợp tác quốc tế và phát triển
GS Zhang Yujie, Đại học Thanh Hoa, Trung Quốc
Thương mại điện tử với các đơn vị xuất khẩu thuỷ sản Việt Nam
PGS.TS. Đàm Gia Mạnh, Trường ĐHTM
Tổng kết, bế mạc Hội thảo
Tiệc trưa
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PROMOTING E-LEARNING IN UNIVERSITY EDUCATION IN KOREA: THE ROLE OF REGIONAL UNIVERSITY E-LEARNING CENTERS
In-Soo HAN, Keun-yeob OH, and Kyung-Hye PARK, Chungnam National University, Korea
Astract
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.
Key words: e-learning, Korea, university education, regional university e-learning centers
I. Introduction
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).
E-learning takes advantage of the speed, memory, and data manipulation capabilities of the computer for greater flexibility of instruction. A basic benefit is that it is self-paced and individualized, and can be done while at work or outside class. The lecture content can be repeated many times, as often as needed. Individuals involved in e-learning are no longer constrained by the need to be in a classroom at a specific location and time. E-learning systems may also use multimedia to enhance learning performance with audio, animation, graphics, and interactive video, which might make presentations more vivid and appealing.
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.
III. Establishment of Regional University E-Learning Centers
3.1 Background
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.
3.2. Functions of Regional University E-Learning Centers
The roles of regional university e-learning centers are as follows:
3.2.1. Support for the development of e-learning content
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 shows e-learning content developed by the centers for 2008 to 2010. Most of the content has been developed with government support.
Figure 2. E-learning content developed by regional centers (2008-2010).
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