eLearning+culture+in+Japan

=== === =** A generalisation of the predominant eLearning culture in Japan ** = Links to eLearning culture in Japan pages Videos Japanese tertiary education ====media type="googlemap" key="http://maps.google.com/maps?f=q&source=s_q&hl=en&geocode=&q=japan&aq=&sll=37.0625,-95.677068&sspn=58.425119,114.169922&vpsrc=6&ie=UTF8&hq=&hnear=Japan&ll=36.204824,138.252924&spn=29.279907,57.084961&z=5&output=embed" width="424" height="350" align="left" **Introduction ** ==== Historically Japan has not progressed as quickly as other countries, such as New Zealand, in the implementation of eLearning practices in education. In the last two years, as a result of government initiatives, this situation has improved with Japan making the greatest amount of progress in eLearning. In order to understand the struggles that eLearning development has overcome, a brief history of eLearning and distance learning will be provided. ====**The history of eLearning in Japan ** ==== Distance learning first began in Japan during the 1950s with a separate government accreditation that distinguished between on-campus and correspondence courses. Distance courses also included a compulsory on-campus component. It was not until 1998 that this requirement was lifted as long as the student was involved in synchronous mediated communication such as videoconferencing. In 2001 this was extended to include Internet interactions. Also in 2001 the Japanese government promoted eLearning in higher education as part of the e-Japan initiative. Many of the courses developed were done so by individual lecturers. In an attempt to standardise courses the government introduced a standardisation that included an element of localised content. This initiative ended in 2005 and since then the development of courses has been by individual institutions and teachers (Aoki & Bray, 2006).

According to a study conducted in 2008 by the National Institute of Multimedia Education, (as cited by Aoki, 2010) only 39.1% of Japanese higher education institutions said they were offering eLearning and these offerings were in combination with classroom learning. Since 2006 the government of Japan has placed an emphasis on the importance of IT with the //New Reform Strategy// (2006, as cited in Brown, Hartman, Aoki & Yamada, 2009). This strategy has resulted in a greater number of technology enhanced classrooms in the tertiary sector and the compulsory use of technology in faculty development. In 2004 Japan was placed 23rd in eLearning readiness and 22nd (out of 70 countries) in 2009. This ranking has risen considerably with the //Digital Economy Ranking 2010// of 16th place (Economist Intelligence Unit, 2010).

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