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EBS E-Learning and Social Integrity

EBS E-Learning and Social Integrity

Byung-Ro. Lim
Copyright: © 2007 |Pages: 14
ISBN13: 9781599043401|ISBN10: 1599043408|ISBN13 Softcover: 9781599043418|EISBN13: 9781599043425
DOI: 10.4018/978-1-59904-340-1.ch023
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MLA

Lim, Byung-Ro. "EBS E-Learning and Social Integrity." Cases on Global E-Learning Practices: Successes and Pitfalls, edited by Ramesh C. Sharma and Sanjaya Mishra, IGI Global, 2007, pp. 306-319. https://doi.org/10.4018/978-1-59904-340-1.ch023

APA

Lim, B. (2007). EBS E-Learning and Social Integrity. In R. Sharma & S. Mishra (Eds.), Cases on Global E-Learning Practices: Successes and Pitfalls (pp. 306-319). IGI Global. https://doi.org/10.4018/978-1-59904-340-1.ch023

Chicago

Lim, Byung-Ro. "EBS E-Learning and Social Integrity." In Cases on Global E-Learning Practices: Successes and Pitfalls, edited by Ramesh C. Sharma and Sanjaya Mishra, 306-319. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-340-1.ch023

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Abstract

In an effort to support public education, the Korean government utilized e-learning and established EBS e-learning system. Educational Broadcasting System (EBS) e-learning is developed especially for high school students who are preparing for the Korean college entrance examination (KSAT). This case study is to introduce EBS e-learning and analyze its merits and weaknesses in order to investigate some meaningful implications for future use of a similar learning system. First, this case study analyzes characteristics of EBS e-learning, secondly, this study identifies its outcomes and issues. Lastly, some implications are presented for further development and more effective use of e-learning system. The outcomes of the case study showed that EBS e-learning system has brought 1) cost reduction on private education on a short-term basis, 2) positive effect on social integrity, 3) a possibility of supporting public education. Some issues identified in this case study are in the following areas: 1) Contents, 2) School use, 3) Learning management and operation strategies, 4) Faculty members, 5) User interface. Lastly, some implications and suggestions are made to ensure the provision of quality programs in the future: 1) it is necessary to reinforce interactive ways of learning, 2) customized education and level-specific learning programs should be developed and provided, 3) it should utilize effective learning management systems, and 4) it needs to provide qualified, specialized learning contents to the learners.

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