Issues and Possibilities of CHLS(Cyber Home Learning System): Implications on Language Education

Abstract

Cyber home learning system (CHLS) in Korea was initiated by Ministry of Education & Human Resource Development (MOE & HRD) in order to enhance quality of K-12 education since March, 2005. It is obvious that there have been several problems and issues since it started; problems with policies and system, service, online learning content, and Learning Management Systems (LMSs). Basic concepts, principles, and the structure of CHLS model had to be modified to fulfill new learner needs and to overcome its limited traditional learning paradigm which assumes that learning occurs within regular curriculum and within classrooms. In order to collect and to analyze research data, literature review and document analysis, focus group interview with staffs from Ministry of Education & Human Resource Development and Korea Education & Research Information Service (KERIS), seminars and forums, and public hearings were conducted. As results of research, basic assumptions of CHLS and management principles were reconstructed. Also, jobs and tasks were concretized for main service areas such as policies and systems of CHLS, instructional services, learning content, and LMSs. In specific, traditional concept of schooling was replaced by a new one which focuses on organic education community emphasizing students' everyday life, learning, and fun. For this new approach, four critical strategies were suggested as follows: 1) learner centered approach in instructional methods, 2) construction of teacher-parents-local learning community, 3) blended e-Learning, 4) a new curriculum for integration of learning and life. Considering that CHLS offers a great opportunity for students in various learning environments and educational needs, this new system has many implications on the holistic approach to language learning.