Evaluation and Developmental Plans for Interactive Videoconferencing System in Distance Education

1997In the fall of 1995, Korea National Open University launched a project to research use of the information super-highway with funds from the Ministry of Information and Communication. As a result, an interactive videoconference network was introduced for educational programs in the geographically scattered regional and local study centers. Using this network, the project connected 14 centers, introduced interactive tutorial sessions, held various meetings among university members in different places, encouraged open discussions among students, faculty members, and general citizens, and created non-degree programs using the system. Detailed evaluation has revealed that the majority of the instructors and participants have had a favorable impression of this system. Despite its shortcomings, the Investlgaors have found that VCS is here to stay

Strategies for bridging the digital divide in education between South and North Korea after unification

2007The paper explores ways of bridging the digital divide between the two Koreas and applying ICT to educational development that will be mutually beneficial to North and South Korea on the way towards and after unification. It compares thinking and developments on both sides of the peace line and identifies the different priorities and programs that are currently under way. It shows that North Korea has a great interest in training professionals in the field of digital education but because of its economic conditions. North Korea is selectively training an elite core of ICT specialists to work in a few elite institutions and is still at the embryonic stage of development. By contrast, South Korea's educational development and e-transformation is at the proliferation stage. These differences are seen as constraining educational and economic development when unification becomes a reality. The study suggests that there should be a collaborative approach to addressing these issues and that this should be embarked on as soon as possible. It argues that this should be needs-based and built upon mutual understanding. It also envisages that there will be a need for a cross-sector approach, legal, regulatory and policy changes, expanded access to ICT, enhanced capacity to utilize ICT and professional development and it suggests how these might be achieved within a framework of peaceful coexistence and cooperation in education