E-learning Market Research Articles

E-Learning in Singapore: A Brief Assessment

Singapore is experiencing a rapid growth of e-learning and it was estimated that e-learning market in 2005 was around US $106 million. Adequate infrastructure, rapid advancement of ICT sectors, globalization and changes in demographic profile, increasing demand for knowledge workers, outsourcing, and government incentives are the major forces responsible for e-learning growth in Singapore. Educational institutions in Singapore have already adopted learning management system to create more effective learning environment. The Singapore government initiated many IT related policies in order to promote Singapore as a regional e-learning hub. The study shows that e-learning can positively contribute to the economic growth of Singapore in many ways that include cheaper acquisition of human capital, technology transfer, rise in productivity, and increasing social cohesion. It is expected that e-learning will help create a large pool of skilled work-force in Singapore essential for sustained economic growth of the city-state Republic.

E-learning and Labour Market: Wage-premium Analysis

The link between ICT and the demand for high-skilled labour is due to the fact that the introduction of digital technologies alters the skill requirements of occupations in three main ways (Spitz, 2003): 1) ICT capital substitutes repetitive manual and repetitive cognitive activities, 2) ICT capital is complementary to analytic and interactive activities, and 3) ICT capital increases the requirement for computing skills. Within this framework, we have analysed the determinants of labour productivity of individuals that have taken higher education programmes online to test how occupational skill requirements and the degree of ICT adoption by the industry matches skills of online students. In order to do this, we have assumed an implicit relationship between education and ability (Griliches and Mason, 1972), recognizing that online students may acquire specific skills, such as computing skills and abilities related to ICT use. For the empirical analysis we have used a database of degree students from the UOC (Universitat Oberta de Catalunya). The results from our model based on Mincerian equations show three important facts: 1) schooling is not a significant variable to explain wage differentials; 2) experience, understood as previous productivity and production losses avoided, is the most important variable explaining improvement of wages; and 3) ICT skills have a positive and significant effect on wage levels.

Some Problems of e-Learning Market in Korea

Some Problems of e-Learning Market in Korea

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.

The e-Learning Market: It's About the Learner, Not the Instructor!

No abstract available.

Cyperbole, Commerce, and Internationalisation: “Desperate Hope and Desperate Fear”

This article draws on experience working within the higher education systems of three countries in particular and on recent OECD work on e-learning and postsecondary education. It refers to the four forms of trade in services identified by GATS and explores different meanings and forms of internationalisation, especially from that perspective. The “cyperbole” of the virtual university and the global e-learning market is examined, leading to a consideration of which uses of new ICT may assist deeper forms of internationalisation and which are more superficial and essentially commercial. The article concludes with some discussion of future types of universities in a more global and virtual environment and their relationship to the four profiles proposed in the editorial of this special issue.

DigitalThink takes on European e-learning market

DigitalThink takes on European e-learning market