DOI: 10.5176/2251-1814_EeL13.01
Authors: Hye-Jung Lee
Abstract: For successful e-learning, the process of e-learning, including planning (e.g. budget plan), designing (e.g. environmental design), development (e.g. contents and system development), and management (e.g. interaction, evaluation, and curriculum management), needs to be incorporated systematically and consistently. Yet, the reality is that each of these steps are divided and carried out by different organizations, departments, or persons, causing such problems as difficulties of communication and wasting of funds. However, in the literature on e-learning, it is still difficult to find research that takes a holistic approach to considering a comprehensive conceptual framework for e-learning. Instead, the vast majority of research focuses on rather peripheral topics, such as parts of contents design, of interaction, and of system development, failing to resolve the need of the field to understand the entire process from a big picture perspective. Therefore, there is a need for a conceptual framework to help instructors, contents developers, system developers, course managers, directors of e-learning organizations, and other personnel responsible for budget planning to understand the system of e-learning and to be able to design it appropriately to fulfill respective purposes and circumstances. The purpose of this keynote address is to examine e-learning development and course management based on two theoretical pillars, “structure” and “interaction,” and to visualize a conceptual framework for e-learning that changes according to the importance of each pillar to particular e-learning goals. This attempt pursues both “research-based practice” and “practice-based research” at the same time, and provides a conceptual framework and specific implementation guidelines to help guide the types of contents development and the types of course management chosen when implementing e-learning in higher education.
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