효율적인 통합교육 운영전략에 관한 실증적 연구 -공공조직을 중심으로-

An Empirical Study on an Effective Blended Learning -In Case of Public Organization-

The purpose of this study is to empirically investigate blended learning model for effective blended learning system Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classroom, live e-learning, and self-paced learning. The data for empirical analysis of the research are collected from 1,551 respondents who have already passed the blended learning courses which have been implemented in COTl(Central Officials Training Institute). Out of 1,551 responded questionnaires, 1,049 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factors for successful implementation of the blended learning is shown to be the various event-based activities, including face-to-face classroom, live e-learning, and self-paced learning. Secondly, Self-paced learning implies solitary, on-demand learning at a pace that is managed or controlled by th learner. Collaborative learning on the other hand implies a more dynamic communication among many learners that brings about knowledge sharing. The blended of self-paced and collaborative learning may include review of important literature on a regulatory change. Ultimately, the true success and effectiveness of learning in organization is believed be associated with the paradigm where work(such as business application, authentic tasks) and learning are inseparable, and where learning is embedded in business process such as hiring, sales, or product development. Work becomes a source of learning content to be shared and more learning content becomes accessible on-demand and in the context of the user's workplace need.