e-Learning White paper 2006/2007 English Version(e-Learning Consortium Japan)

e-Learning White Paper 2006/2007 and it’s translation are part of the outcomes ofAsia e-Learning Network(AEN) Project sponsored by Ministry of Economy, Trade andIndustry, Japan.
Copyright © 2006 by e-Learning Consortium Japan2

Preface

This paper was the translation of “Part I

Outline” summarized “Part II Specifics” of“2006/2007 e-Learning White Paper” (Japanese version)”
Section 1 describes the important points in the writing of the “e-Learning White Paper
2006/2007”, as well as its overall structure. Section 2 presents the definition andunderstanding of e-Learning, and sections 3 through 7 introduce the essences fromchapters 1 through 5 of”Part II Specifics”.

3

1. Viewpoint of ［ White Paper 2006/2007] ................................. 1
1.1 Important item of white paper .................................................................................. 1
1.2 Booklet constitution................................................................................................... 2
1.2.1 [Part Ⅰ Outline] ................................................................................................ 2
1.2.2 [Part Ⅱ Specifics] .............................................................................................. 3
1.2.3 [Part Ⅲ

Cases] ................................................................................................. 4

1.2.4 [Appendix] ........................................................................................................... 4

2. Definition and understanding of e-Learning ............................ 6
2.1 Definition of e-Learning ............................................................................................ 6
2.1.1 Diversified e-Learning form................................................................................ 6
2.1.2

Definition and classification of e-Learning ..................................................... 8

3. Use trend of e-Learning in enterprise ..................................... 11
3.1

Overview of human resource upbringing in enterprise....................................... 11

3.1.1

Characteristic change regarding education in enterprise ............................ 11

3.1.2 Concept and effect measurement for human resource investment .................... 11
3.2

Current status of e-Learning in enterprise education......................................... 123.2.1 e-Learning introduction status in enterprise................................................... 12
3.2.2

e-Learning introduction status by entire companies and divisions ............. 15

3.2.3

Introduction field of e-Learning..................................................................... 15

3.2.4

Recognition of usage level of e-Learning ....................................................... 16

3.2.5

Trainee ratio of e-Learning ............................................................................ 17

3.2.6

Introduction purpose and important item of e-Learning.............................. 17

3.2.7

Failure at introduction and issue at operation of e-Learning ...................... 18

3.2.8 Possitiveness to e-Learning by management personnel and integration status
and effectiveness to management strategy............................................................... 20
3.2.9
3.3

Effective usage plan of e-Learning ................................................................ 22

e-Learning usage status of individual.................................................................. 23

3.3.1 Overview of education in enterprise and e-Learning ...................................... 23
3.3.2

e-Learning usage status by experienced person in company........................ 24

3.3.3

e-Learning usage status by experienced person at individual level............. 27

3.3.4 Usage status of mobile learning ....................................................................... 30
3.4 e-Learning usage case in enterpise ...................................................................... 32
3.4.1 Arrangement and overview of enterprise case................................................. 32
3.4.2 Classification by approach of enterprisr case .................................................. 36
3.4.3 View of e-Learning usage in enterprise............................................................ 38

44. e-Learning use trend in higher education .............................. 41
4.1 Usage status in higher education ........................................................................... 41
4.1.1 e-Learning outlook in higher education ........................................................... 41
4.1.2 Usage in professionalism postgraduate school ................................................ 42
4.1.3 IT progress and e-Learning usage in higher education................................... 44
4.2 e-Learning usage cases in university...................................................................... 46
4.2.1 Arrangement and overview of university cases ............................................... 46
4.2.2 Classification by approach of university .......................................................... 48
4.2.3 View of e-Learning usage in university............................................................ 50

5. Trend of e-Learning business.................................................. 53
5.1 Framework of e-Learning related business ............................................................ 53
5.2 Vendor actual status and current status of e-Learning business.......................... 53
5.2.1 Work domain of vendor ..................................................................................... 53
5.2.2 Current status and future perspective of e-Learning business ...................... 54
5.3 Trend and case of e-Learning business................................................................... 59
5.3.1 Service and engineering trend of e-Learning................................................... 59
5.3.2 Arrangement and overview of business case ................................................... 62
5.3.3 Trend of e-Learning business viewed from case .............................................. 63

6. System, technology and human resource upbringing
supporting e-Learning.................................................................. 66
6.1 e-Learning platform and standard specification .................................................... 66
6.1.1 e-Learning platform .......................................................................................... 66
6.1.2 Standard specification ...................................................................................... 67
6.1.3 Standardization measure status in Japan and each AEN country................. 68
6.1.4 Interoperability problem in Japan and each AEN country, grasping of
SCORM ....................................................................................................................... 69
6.2 e-Learning related system....................................................................................... 69
6.2.1 e-Learning related application ......................................................................... 69
6.2.2 Element technology........................................................................................... 71
6.3 Human resource upbringing ................................................................................... 71
6.3.1 Human resource current status and human resource image to be expected . 71
6.3.2 Mechanism for upbringing human resource to be expected............................ 72
6.4 Direction for heading of e-Learning........................................................................ 74
6.4.1 Two Concepts for e-Learning usage.................................................................. 74
6.4.2 New target for e-Learning usage...................................................................... 74

7. Policy and law related to e-Learning ...................................... 76
7.1 e-Learning in IT new renovation strategy.............................................................. 76

5

7.2

Trend of e-Learning related policy by field .......................................................... 77

7.2.1

Education of social member and employee.................................................... 77

7.2.2

Public worker training ................................................................................... 78

7.2.3

Higher education ............................................................................................ 79

7.2.4

Elementary and secondary education............................................................ 79

7.2.5

Lifetime learning ............................................................................................ 79

7.2.6

Copyright related policy ................................................................................. 80

7.2.7

Private information protection related policy ............................................... 80[Reference] How to understand e-Learning market scale inenterprise education .................................................................... 81

6

1. Viewpoint of [e-Learning White Paper 2006/2007]
1.1 Important item of white paper
The [e-Learning white paper] has been 6th years this time since first issue in May 2001.
In the e-Learning white paper for the first 4 years, elementary/secondary education, lifetime
education and education in enterprise have been widely taken up and have been
positioned during these periods of time as basic materials for e-Learning in Japan.
Since it is said that propagation of e-Learning in Japan would be started around the yearof 2000, it can be said that the e-Learning white paper has been watching birth anddevelopment of Japanese e-Learning from the beginning.
In [e-Learning white paper 2005/2006] that is the last edition, first 5 years and 5 years
thereafter were positioned as [Dawning period] and [Development period] of e-Learning
respectively. This e-Learning white paper is for the second year of the [Development
period], and is especially and continuously focusing with [Education in enterprise] and[Higher education] as the important fields of e-Learning in Japan same as the last edition.
While the e-Learning is gradually penetrating into each educational field and area, it issaid that maximum scale will be the education in enterprise. Among intensification of
economic globalization and competition between enterprises, it is also said that superior
human resource development will be No. 1 condition for survival. Such as this, since rolefor e-Learning is becoming large, it can be said to be natural that the e-Learning has been
aggressively used. Furthermore, trial use of e-Learning system is also increasing withdirectly linked to execution support of daily works by cooperating with various in-housesystems beyond frame of simple education technique in enterprises, and a symptom thatthe e-Learning plays an important role from partial human strategy to IT strategy and entire
strategy has been observed.
While, propagation of the e-Learning is rapidly progressing in higher education field thatfaces with large changes such as child reduction and independent administrative
organization of national universities. From way back, universities have performedexperimental session used the e-Learning system, but large scale and continuous sessions
were limited. However, due to change of social environment, universities have true
revolution age, and have started various challenge never experienced in the past. Amongthem, it is expected that the e-Learning makes it useful for improvement of conventionalsession quality, or plays a large role as the method that obtains new social student, anduniversities who proceed a large scale introduction are rapidly increasing. This white paper
is also specially taking movement up at professional postgraduate school.
Furthermore, for current prospect of “BtoC” market that recent market growth has been
truly expected, questionnaire result for private has been mainly taken up. Among them,mobile e-Learning that is starting by progress of the ubiquitous/mobile technologies has
been also referred to.
The number of cases and kinds of concrete introduction and usage cases of thee-Learning that has been sharply expanded from the last edition and has been becoming
new important feature of the e-Learning white paper, are also increasing. As clearly shownin various questionnaire survey results, information needs regarding concrete introduction
cases and effective usages for propagation promotion of the e-Learning, are extremely high.
Due to this, many and various practical cases that business type of enterprise, institutetype , introduction purpose and introduction approach are different, are stated. Thesevarious cases are summarized in the part III.
1

The [e-Learning white paper 2006/2007] has focused on the [Education in enterprise]and [Higher education] that are 2 major fields of e-Learning introduction and usage inJapan, following to the last edition feature, and many introduction cases such as entire
trend, current feature, outstanding issue and new movement are explained. Furthermore,
prospect of the “BtoC” market and possibility of ubiquitous/mobile technology are also
taken up. Thus, a writer will comprehensively explain current status and prospect of thee-Learning in Japan.

1.2 Booklet constitution
The white paper was classified into every each diversified aspect on the e-Learning, andstated in the part Ⅰ with latest survey result and analysis included. An entire constitution
is as shown in Figure 1-1.

Basic Constitution of [e-Leaning White Paper 2006/2007]
Part I Outline

User
User

Human resource upbringing
overview of enterprise

Summary ofeach chapter
Point extraction

Use overview
of enterprise

Arrangementof enterprise
case

Relation

Arrangement
Use overview inof university
case
高等教育での活用概況
higher education

Private use
overview

Supplier
Supplier

Part II Each Discussion

Supporting

Chapter 4 System, technology
and human resource upbringing

Chapter 3 Trend of
e-Learning businesssupporting e-Learning

Framework of related business

Platform and standard specification
Relation

Actual state of vendor
Trend and case of e-Learningbusiness

Part III Case
Appendix

Chapter 5 Policy
and law related to
e-Learning
Entire and individual policy and law

Definition

Chapter 2 Use trend of
e-Learning in higher education

Enterprise casee-Learning related chronological table

Figure 1-1

University case

Questionnaire survey overview

Related system

Direction forheading of
e-Learning

Human
resource
upbringing

Status of each
AEN country

Copyright related policy

Chapter 1 Use trend of
e-Learning in enterprise

Private information protect related policy

Viewpoint ofwhite paper

Business case

Forecast of educational market in enterprise

Basic constitution of [e-Learning white paper 2006/2007]

The entire constitution is mainly classified into [Part Ⅰ Outline], [Part Ⅱ Specifics], [PartⅢ

Case] and [and [Appendix]. These overviews are explained in the following.

1.2.1 [Part Ⅰ Outline]
The [Part Ⅰ Outline] explains the basic constitution of the white paper, anddescribes important items. Since constitution of conventional white paper has been
largely modified, this explains the [Target] and [Reading method]. In the next,2

definition and understanding of the e-Learning have been taken up. In addition to thee-Learning of synchronous and asynchronous models, mobile learning used mobile
terminal and blended learning that combined most assemble education and various
e-Learning as actual usage style, were simply summarized for assisting readers
understanding. Then, summaries of chapters 1 – 5 have been listed. Moreover,assumption for the enterprise education market scale of the e-Learning is also
described.
1.2.2 [Part Ⅱ Specifics]
The [part Ⅱ Specifics] is constitution of chapters 1 through 5, and comprehensively
handles an important point that searches current status and prospect of the e-Learning.
The [Part Ⅱ Specifics] mainly consists of 3 parts.
[１] [Chapter 1] and [Chapter 2] that handle user trend of the e-Learning
The chapters 1 and 2 mainly handle user trend of the e-Learning.
The [Chapter 1

e-Learning trend in enterprise] arranges entire trend of the e-Learningin the education in enterprise based upon various questionnaire results and various
reference information. In order to especially search an entire trends of education inenterprise, 2 kinds of survey result of [User survey (enterprise and private) of e-Learning]originally performed are introduced. Furthermore, usage trend of the e-Learning inenterprise and social members with [Enterprise case] briefly observed, can be grasped.
In the next, the [Chapter 2

e-Learning usage trend in higher education] arranges thee-Learning trend in higher education based upon various survey results. Furthermore,
usage trend of the e-Learning in the higher education is taken up with [University cases]
referred to from university to post graduate school and professional post graduate school.
[２] [Chapter 3] and [Chapter 4] that handle supplier trend of the e-Learning
The chapters 3 and 4 mainly handle supplier trend of the e-Learning.
The [Chapter 3

e-Learning business trend] arranges framework of e-Learning related

business. In the next, in order to grasp the e-Learning business trend, questionnaire survey
results of the [e-Learning business survey] originally performed for e-Learning vendors
have been mainly introduced. Furthermore, the e-Learning business trend have been
searched by briefly observing the [Business case] together with by arranging current
feature of the e-Learning business.
The [Chapter 4

System, technology and human resource upbringing supporting

e-Learning] handles platform and standard specification that are foundation for the
e-Learning. Correspondence status of the standard specification has arranged with Japanand Asian countries matched. The next explains cooperation status with other systems
located nearby in the case LMS and others are viewed from the e-Learning system, and an
resource of important human upbringing for forecasting future e-Learning propagation has
been taken up. Here, challenge example of e-Learning related human resource upbringing
3

in Japan has been also introduced. Furthermore, the e-Learning status in Asian countries
has been also summarized together with standardization trend.
[３] Policy and law that affect to both user an supplier are handled [Chapter 5]
The chapter 5 takes up policy and law related to the e-Learning.
Chapters 1 through 4 concern user and supplier related to the e-Learning, and suppose thisis considered as [Internal factor] of e-Learning execution, the chapter 5 can be positioned
to be [External factor] that will directly and indirectly affect to entire concepts. Here widely
picks up (1) social members and employee education, (2) public worker training, (3)higher education, (4) elementary education and (5) lifetime education as movement of
e-Learning related policy by field. In the next, (6) copyright management policy and private
information protection related policy that are important for e-Learning propagation, are also
arranged.
1.2.3 [Part Ⅲ

Cases]The [Part Ⅲ

Case] is mainly classified into [Enterprise case], [University case] and[Business case]. In the [Enterprise case], the cases have been selected so as to be able
widely take up business type concerned, enterprise scale, approach, etc. In the [University
case], the cases of undergraduate level, postgraduate school and professional
postgraduate school have been taken up. While, in the [Business case], e-Learning usage
case for the purpose of non-profit activity in addition to is also included.
1.2.4 [Appendix]
In closing, in the [Appendix] of the white paper, summaries of e-Learning related
chronological table that was seemed to be important and of various original survey that was
performed before the white paper was written, have been arranged.
As observed until now, the white paper has been arranged so as to easily understandentire relation, and has comprehensively taken up from e-Learning trend to concrete
introduction and usage case. As one of reading manners, if any reader would like to grasp
from concept to trend of the e-Learning, he or she can learn the overview by the [Part Ⅰ
Outline]. Furthermore, if any reader would like to know various survey results, introduction
and usage trend, a writer would like to recommend he or she to read from the interested
chapter of the [Part Ⅱ Specifics]. Moreover, if any reader would like to know detailed
concrete introduction and usage case, a writer would like to recommend he or she to lookat the interested case of the [Part Ⅲ].
A writer would be happy if any reader can grasp concrete activity from the e-Learning inJapan and become a help for usage promotion in introduction of and business of own
e-Learning with use of the [e-Learning white paper 2006/2007].

4

5

2. Definition and understanding of e-Learning
2.1 Definition of e-Learning
2.1.1 Diversified e-Learning form
There are various learning forms in the so called e-Learning. A typical e-Learning is the
WBT (Web Based Training) that material distribution and testing are performed using aninternet, and it is also called as asynchronous and on-demand forms (Figure 2-1).
While, a form that sessions performed by lecturer is distributed to remote areas in realtime using satellite communication and television meeting system, is called as synchronousor real time method (Figure 2-2). Self-study by personal computer using CD-RO, etc. issometime called as the e-Learning.

Figure 2-1

General WBT system

6Figure 2-2

Remote session by satellite communication and television meeting system

Furthermore, currently, due to technological innovation and propagation of mobile
terminal that is typical mobile phone, an opportunity used for learning is increasing. This isalso called as mobile learning, and it can be deemed to be a form of the e-Learning. The
mobile learning has an independent usage type that learner independently learns by mobile
terminal and a link type that learner utilizes by linking to WBT system (Figure 2-3).

2 styles of mobile learning
WBT,etc. link

Independent use

Content distribution
PC for learning

Progress control

PC
PC

Server
(LMS)
サーバー
（LMS
）
（

Progress control
Content distribution
Content distribution
Progress control

Content creation
Upload→→ド

Mobileterminal

Authoring tool

PDA

PDA and mobile phone are independently used
for learning

Figure 2-3This used by cooperation with WBT, and is also used foreasy learning material, check test, repeated learning by
mobile terminal.

2 forms of mobile terminal using mobile learning

Technical innovation and diversification of such learning tools have progressed, andsynchronous and asynchronous forms in product and service have been merged. For an
example, conventional WBT is classified by the asynchronous forms, however usage form
integrated television meeting function into the WBT system is increasing, and it is also
called as the Live WBT. Such as this, linking and integration of the learning form used IT
tool are progressing.
In actual learning site, a concept of [Blended Learning] linked and merged assemble
learning is becoming general rather than use by e-Learning originality (Figure 2-4). That is
to say, assemble training and e-Learning are optimally combined for heading to
improvement of effect and efficiency of learning to consider for learners so as to be called
as [Learner central doctrine], and supply of optimum learning form for learners has been
intended.
7

Blended learning concept
Assemble training

Various stylebelending ispossibleOn-demand type
(WBT, etc)

Figure 2-4

2.1.2

Real time type
(TV meetingsystem, etc.

Concept of blended learning

Definition and classification of e-Learning

As initial character of “e” is shown in the e-Learning, it includes meaning of use of“electronic”, that is to say, computer and network, and learning form that was unable torealize up to date has become possible. However, the definition is not fixed, and there may
be case of [Wide sense] that all manners used information technology are to be the
e-Learning as well as there may be case of [Narrow sense] that assumed asynchronousand online forms represented by the WBT.
Until now, the e-Learning was frequently discussed by assuming the [Narrow sense]
regarding online education represented by the WBT. However, e-Learning tool wastechnically renovated, and various functions have loaded on one tool, whileasaforementioned, since the [Blended learning] linked and merged with assemble education
has been becoming general, understanding of the [Wide sense] has been generally
discussed.
In order to easily understand range and classification of the e-Learning, a writer is to use
the concepts of [Digitalization] that is feature of the e-Learning and [Interactivity]. These 2
concepts are to be axis, and diversified learning method including the e-Learning andlearning related area are to be arranged. Figure 2-5 has arranged the learning method andthe learning related area by 2 axis of the [Digitalization] and the [Interactivity].

8

Digitalization levlel

High
CD-ROM self-learning
CD-RO-self M
独習
DVD
-learning
DVD 独習

ＥＰＳＳ
ＥＰＳＳ
ＫＭ
ＫＭ

WBT
WBT
Mobile terminal
携帯端末

Scope of e-Learning viewed from digitalizationeSatellite
Distribution
衛星配信Video on-demand
ビデオオンデマンド

Groupware , etc.
グループウエア等

e-mailmaterial
e-Meailmaterial 材
distributione
Question receipt
質問受付

TV meeting systemSynchronous remote
テレビ会議システム
同期型遠隔授業
study

Scope of e-Learning viewed from interactivityeNarrow sense e-Learning
e

Video
ビデオ
TV broadcasting
レビ放送
Radiテ
o broadcasting
ラジオ放送

FAX communication
education
ＦＡＸ通信教育
Mailing
Communication
郵送通信教育education

Books
書籍

低

Learning
method
学習方法

Low

Face-to-face
study
対面型授業

Learning related
domain
学習関連領域

Interactivity
High

EPSS: Electronic Performance Support System
KM: Knowledge Management

Figure 2-5

Range and classification of e-Learning viewed from [Digitalization]and Interactivity]

The [Digitalization] mentioned here means electronic degree of contents used formaterials. Such as online contents, it can be said that in the case materials have been
perfectly electronic, it is high, while in the case materials of book and two-way that have notbeen electronic are used, it is low. Furthermore, in the form that lecturer distributes lecture
by real time, digitalization ratio is low here since lecture is always necessary when
performing study.
Meanwhile, the [Interactivity] means degree and possibility levels of communicationbilateral between supplier of learning content (lecturer, etc.) and learner (trainee). Like as
television and radio broadcasting, for the form that learning content is only supplied fromone way, it can be said that the interactivity is extremely low. Moreover, CD-ROM and bookthat partial program can be skipped and paged are slightly high compared withbroadcasting. And since the WBT and two-way learning have high possibility for interactive
communication of lecturer and trainee, it can be said that the interactivity is high.
The WBT system that interactive communication can be technically done, is possible toraise the interactivity as necessary. In the case the WBT system is combined with the LMS
9(Learning Management System) and direction is performed by tutor, higher interactivity canbe obtained.
Like as the face-to-face learning, since the learning form that lecturer can freely proceed
program by observing trainee reaction can raise learning freedom, it can be said that theinteractivity can highly increase the learning method.
In Figure Ⅰ- 6, television and radio broadcasting and books are not included in range of[e-Learning of wide sense], however since it is actually and frequently used for a part ofprogram of the e-Learning, there is the understanding manner of the [e-Learning of wide
sense] included this.
Until now, we have observed various forms and features of the e-Learning, and thee-Learning definition in the white paper is arranged as follows:[e-Learning means a subjective learning used communication network, etc. by the
information technology. The contents are edited in accordance with learning purpose, andthe interactivity is maintained between trainee and content supplier as necessary. This
interactivity means that learner is given an opportunity to participate by his or her will, andsuitable instruction is timely given to proceed learning from human or computer.]10

3. Use trend of e-Learning in enterprise
3.1

Overview of human resource upbringing in enterprise

It has been approximately 6 years since the e-Learning was started to propagate fromaround 2000 in Japan, and introduction to enterprise and university has been steadily
progressing.
As propelling factor of the progress, there are large economic and environmental
changes. First of all, it is broadband propagation to entire society. Japan has been called as
top leading broadband country, and progress of IT infrastructure such as ADSL, FTTH, PHSdata communication with limitless use and wireless LAN network being installed in major
cities, is remarkable. Moreover, due to population construction change and industrial
construction change, educational contents requested by enterprise and university havebeen changed, and the e-Learning usage is expected as prescription.
3.1.1

Characteristic change regarding education in enterprise

As background to catch the trend of e-Learning in enterprise, it is necessary tounderstand feature and characteristic of human resource upbringing of Japaneseenterprises. 2 large changes can be read from various survey results.
The first point is that bottom up of all employees from [Execution of centralized
educational training lead by head office personnel division] observed in Japaneseconventional enterprises, has been targeted as well as that review that execution at division
and works who grasp educational training needs at site becomes possible, has beenplanned. The second point is that most responsibilities of ability development have been
mainly taken by enterprise, however most responsibilities tend gradually shifting toemployee individual. It is seemed to match with current social status that employee
self-reliance is requested.
Such changes are considered to push the e-Learning application. For the former, thee-Learning is helpful for that bottom up and roundup education regarding information
security measure and compliance of private information protection, etc. is quickly
performed by responsibility of personnel division as well as for individual education needs
measure of each division to penetrate into new product and service sites. While for thelatter, since responsibility of ability development has shifted to individual, it is consideredthat the e-Learning is effective for self-reliance study.
Furthermore, in execution of ability development and human resource upbringing inenterprise, [Instructor is insufficient] and [Time is not enough to perform human resource
upbringing] have been considered as large issues. The e-Learning application has highpossibility to play an role against these issues because an insufficient instructors can becovered by supply of superior e-Learning materials, and an insufficient time for humanresource upbringing can be tackled with efficient operation of the e-Learning. As measureof solution of human resource upbringing that enterprises suffer, it is assumed that
propagation and penetration of the e-Learning are increasingly progressed.
3.1.2 Concept and effect measurement for human resource investment
With change of policy and concept for human resource upbringing in enterprise, it
11shows trend of that the human resource upbringing is to be [Investment] and to makemuch of concrete effective measurement. However, in order to conduct an effective
measurement, it is not easy to realize due to much time and cost. Technique to be
expected for resolving this is the e-Learning. By introducing the e-Learning system,
efficient performance and management of training become possible, and effective
measurement becomes easy. In order to realize the effective measurement of thehuman resource investment, the e-Learning is considered to play an important role.

3.2

Current status of e-Learning in enterprise education

In this chapter, taking into consideration current status in enterprise education ande-Learning introduction trend, after basic items of introduction status and field, introduction
purpose and important item, issue and operational problem at introduction, etc. arearranged as the current status of e-Learning in enterprise education, based upon thesurvey results of e-Learning user survey [Enterprise] (eLC 2005) originally conducted thistime, consciousness management personal and trend and characteristic by tackling status,
effective usage policy, etc. have been cleared.

3.2.1 e-Learning introduction status in enterprise
If an introduction ratio of e-Learning is observed by employee scale, trend shows that thelarger enterprise scale, the higher introduction becomes, and it can be understood that
correlation of enterprise and introduction is high (Figure 3-1 ).

If observed by business

type, [Information communication business of information service, etc.] is 76.5% highest,
following [Service] 46.3%, [Manufacturer] 45.2%, [Constructor] 43.8% and [Wholesale andretailer sale] 42.9%, and difference in penetration status of the e-Learning between
business types has been observed, and it can be understood that the introduction ratio of
information communication business is remarkable (Figure 3 -2 ).
0%

20%

40%

>５０００ persons（n=36）

80%

86.1

２０００-４９９９ persons（n=53）

32.8

３００-９９９ persons（n=44）

29.5

33.3

Introduced

21.9

20.5

0.0

100%

5.6

15.1

52.8

１０００-１９９９ persons（n=64）>３００ persons（n=12）

60%

28.3

12

Not introduced

3.8

45.3

0.0

50.0

0.0

58.3

Being studied for introduction

8.3 0.0

8.3

Not replied図 3 - 1 e-Learning introduction ratio by employee scale (SA)
Source: e-learning user survey [Enterprise] (eLC 2005)

0%Total（n=213）

40%

20%
46.9

Information communication businessOf information service（n=17）

15.5

76.5

80%

100%

36.2

1.4

5.9

17.6

0.0

Manufacturer（n=84）

45.2

14.3

38.1

2.4

Wholesale/retail sale（n=28）

42.9

17.9

35.7

3.6

business

46.3

Constructor（n=16）43.8Service（n=54）

Introduced

Figure 3-2

60%Being studied for introduction

20.4

33.3

12.5

43.8

Not introduced

Not replied

0.0

0.0

e-Learning introduction ratio by business type (SA)
Source: e-Learning user survey [Enterprise] (eLC 2005)

13

Furthermore, if proportion of e-Leaning cost occupied in total training costs (average
enterprise reply) is observed, the proportion was 6.2% in 2005, and is increasing thereafter,
and it is assumed to reach 11.1% in 2010 (Figure 3-3 ). The proportion of the e-Learning
cost in each enterprise is steadily increasing.

15

（％）

11.1
9.6

10
7.7
6.2
5

0
２００５（n=50）

Figure 3-3

２００６（n=43）

２００８（n=40）

２０１０（n=40）

Proportion occupied by e-Learning among total training costs (average)
Source: e-Learning user survey [Enterprise] (eLC 2005)

14

3.2.2e-Learning introduction status by entire companies and divisions

If training content and concerned division of e-Learning introduction enterprise areobserved, [General purpose knowledge] of [Entire companies] is 75% highest, following[General purpose knowledge specialized in business type and job type], and main purpose
is education of the general purpose knowledge at entire company base, however if
observed by divisions, proportion of the [General purpose knowledge specialized inbusiness type and job type] is also high, and it can be understood that the e-learning
specialized in divisions is gradually penetrating (Figure 3 - 4 ).
(n=100)

(%)

80.0
75.0
70.0

General purpose knowledge

60.0

General purpose knowledge specialized work and job types

50.0

Helpful professional knowledge only in-house
Professional knowledge helpful in –house & special dept.

40.0

36.0

30.0

27.0
18.0

20.0

20.0
14.0
9.0

8.0

10.0

13.0
10.0

9.0

9.0

6.0 7.0

5.0

13.0

13.0

13.0
10.0

6.0

7.0

9.0

4.0

8.0
5.0

10.0
7.0

5.0

Figure 3-4

Ot
he
rs

Ad
mi
nis
Af
tra
fai
ti
r,
Ac onD
co
ep
un
t.
(G
tin
g,
e
etc ner
al
.

Pl
an
nin
g
M
an
De age
m
pt
en
.
t&

M
a
n
u
fa
ct
ur
in
g
D
e
p
t.

De
pt
.
Sa
le
s

de
pt
.
Op
er
at
ing

En
tir
e
co
m
pa
ny

0.0

Training content and concerned division of e-Learning (e-Learning
introduction enterprise) (MA)
Source: e-Learning user survey [Enterprise] (eLC 2005)

3.2.3

Introduction field of e-Learning

If field that the e-Learning is introduced is observed, [IT and computer] is 55.0% highest,
following [Business (accounting, law, finance, etc.)] and [Social common ideas (businessmanner, sexual harassment prevention, etc.)] 43%. The desired field of e-Learning
introduction in future tends to disperse. However, the fields with high volition even it isrecognized to be low introduction effect are [Language], [Service], [Management and15administration], but further contrivance in these fields are sought in order to raisesatisfaction of education (Figure 3-5 ).
(n=100)

0.0

10.0

20.0

17.0
13.0

Language

6.0

Labor safety, hygiene, environment
quality

7.0

31.0

11.0
10.0
12.0
5.0
9.0
3.0
2.0
1.0
1.03.0
2.0
1.0
2.0
1.0
0.0
1.0
1.0

OthersFigure 3-5

30.0

15.0
15.0

Management and administration (project
management, etc.)

Hobby and culture

43.0
23.0

16.0

10.0
12.0

Elementary & secondary school
subject (mathematics, etc.)

43.0
23.0

34.0

Service (operation, sales, etc.

Medical and welfare

2.0

60.0

16.0

Own company product knowledge andin-house requirement

Other professional knowledge (agriculture,
Fashion, etc.)

50.0

27.0

Business (accounting, law, finance, etc.

Social common (business, sexual
harassment prevention, etc.

40.0 (%)

55.0

9.0

ＩＴ and computer

Industrial relation (mechanical,
electronic, architecture)

30.0

25.0
25.0

Filed that e-Learning is introducedｅ
Field that e-Learning is wished to introduce

e-Learning introduction effectｅ

11.0
7.0

e-Learning introduction field, field that hopes to introduce in future andintroduction effect (MA)
Source: e-Learning user survey [Enterprise] (eLC 2005)

3.2.4

Recognition of usage level of e-Learning

If the usage level of the e-Learning is observed, [Aggressively used than expected before
introduction] is 20.0%, [As expected before introduction] is 53.0% and [Not used than
expected before introduction] is 23.0%. It can be understood that the usage level is sameas plan and strategy before introduction or more effect could be obtained before
introduction (Figure 3-6 ).

16

0%

20%

40%

20.0

(n=100)

60%

80%

53.0

100%

23.0

4.0

Aggressive use that assumption before installation

As assumption before introduction
Not used than assumption before introduction

Not replied

Figure 3-6

e-Learning usage level (SA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

3.2.5

Trainee ratio of e-Learning

If the trainee ratio of in-house e-Learning is observed, each company plans to increase
training by the e-Learning, and an intention to expand introduction of the e-Learning in
future is recognized (Figure 3-7).

100%
90%

25.6
35.4

80%
70%

12.2

60%
1.11.1
50%
40%

10.1

5.6
3.3

8.9

3.3
3.3

5.1
2.5
5.1

12.2
30%

7.6

0.0

100%
９０-<１００％
８０-<９０％７０-＜８０％６０-<７０％５０-<６０％４０-<５０％３０-<４０％２０-<３０％
１０-<２０％
<１０％

5.1

20%

7.6

27.8
10%

12.7

(n=100)Excluding no reply

0%
Present trainee ratio

Figure 3-7

Future trainee ratio

Trainee ratio of in-house e-Learning (present and future schedule) (SA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

3.2.6

Introduction purpose and important item of e-Learning

If the introduction purpose of e-Learning introduction enterprise is observed, it canbe understood that [Training efficiency (time shortening, etc.)] and [Improvement oftraining ratio and completion ration of employee] are taken serious (Figure 3-8 ).
Furthermore, if the important item at e-Learning introduction is observed, [Contents
17met with training purpose can be selected], [Learning management, etc. by manager iseasy], [High learning result can be expected], etc. are most, and it can be understoodthat flexibility to contents and easy learning management are made serious (Figure
3-9).
（n=100）

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Learning efficiency(time shortening, etc.
研修の効率化（時間短縮等）

80.0

（％）

69.0

Improvementof employee lecture ration and従業員の受講率や修了率の向上等
completion ratio, etc.
集合研修の補足（予習復習等）
Supplement of assemble learning

53.0
32.0
28.0

業務展開上必要な学習プ
Learning program
required for work ログラム
development
Training
efficient コスト削減）(cost reduction)
研修の効率化（18.0

Learning
supply met with private
個人にprogram
あった学習プログラム提供

14.0

Improvement従業員の学習成果の向上
of learning result of employee

13.0
13.0

Learning 業務に直結した
program supply学習プログラム提供
directly connected work

12.0

Achievement
improvementof trainee or entire organization
受講者あるいは組織全体の業績向上

Manylearning program supply
多くの学習プログラム提供

11.0

Development企業業績に
of human 寄与する人材育成の展開
resource upbringing contributing toenterprise achievement

9.0

Motivation
improvementof employee
従業員のモ
チベーション向上

5.0

Satisfaction improvement to employee training
従業員の研修に対する満足度の向上

4.0

Physical burden
reductionof personnel and education in charge
人事・教育担当者の物理的負荷軽減

4.0

Simplicity
of personnel management(employee skill, etc.)2.0
人事管理の容易化（
従業員ｽｷﾙ等）

Latest learning program supply
1.0
最新の学習プログラム提供

1.0
Cooperation of learningwith administrative
processing
学習と事務処理との連携
その他Others1.0

Figure 3-8

Purpose of e-Learning introduction (e-Learning introduction enterprise) (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)（n=100）

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

研修目的に合ったｺﾝﾃﾝﾂが選べる
Content met withlearning purpose can be selected

45.0

管理者による学習管理等が容易
Learning management,
etc. by manager is easy
35.0

Support system for
introduction and operation is substantiality
導入・運用のサポート体制が充実

26.0

Cost
per learning unit can be reduced
学習単位当たりコストが削減する

22.0

学習者の操作性が優れていること
Operability of learner is superior

22.0

Initial初期導入費が安価であること
introduction cost is inexpensive

20.0

Cooperation
with in-house system is easy
社内システムとの連携が容易である

14.0

Support system is substantiality
サポート体制が充実していること

8.0

ＡＳＰであること
To be ASP

7.0

同期型（ﾗｲﾌﾞ型）遠隔講義型である
It is synchronous(live type) remote lecture

5.0

Product
and vendor have high brand power
製品･ﾍﾞﾝﾀﾞが高いﾌﾞﾗﾝﾄﾞ力を有する

5.0

It is easier usage authoring tool
使い易いｵｰｻﾘﾝｸﾞﾂｰﾙがあること

（％）

43.0

High
learning result can be expected
高い学習成果が期待できること

It has been standardized
標準化対応していること

50.0

5.0
4.0

モバイル端末が活用できること
Mobile terminal can be used 1.0
その他
OthersFigure 3-9

4.0

Important item at e-Learning introduction (e-Learning introduction enterprise)(MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

3.2.7

Failure at introduction and issue at operation of e-Learning

If the failure at e-Learning introduction is observed, [Difficult to create contents],
18

[Understanding for meaning and necessity is insufficient], [Maintenance of high speed
infrastructure is insufficient] are most in entire e-Leaning introduction enterprise (Figure3-10).
Furthermore, if problems at e-Learning operation are observed, [Educational
contents met with training needs are insufficient], [Effect for introduction, etc. is difficult tounderstand], [Understanding for meaning and necessity is insufficient], etc. are most in
e-Learning introduction enterprise (Figure 3-11). It shows that content development met
with training needs is mandatory in future.
（n=100） (n=100)

0.0

10.0

20.0

30.0

（％）
29.0

コンテンツの作成に苦労
Content
creation is difficult
Understanding to co意義・必要性に対する理解が不足
nsciousness and necessity is insufficient

26.0

Maintenance, etc. of高速通信
high speed
communication infrastructure
ｲﾝﾌﾗの整備等が不十分
is not enough

25.0

Initial初期導入費
introduction 用が高価
cost is expense

21.0

None
特にない

17.0
16.0

Decision-maki導ng入の意思決定・判断に苦労
and judgment of introduction hard

Operation and mana運用管理費
gement costs
are high
用が高価

12.0

Selectコンテンツ（ベion of content(vendor) is difficultンダ）の選定に苦労

11.0

Informationfor e-Leaning is insufficienteﾗｰﾆﾝｸﾞについての情報が不足

8.0

Selectionof system (vendor) is difficult
システム(ベンダ)の選定にて苦労

7.0

It is hard to obt情報ｼｽ
ain understandingof information system dept.
ﾃﾑ部門の理解を得るのに苦労

6.0
6.0

It is hard to buil導入準備
d in-houseの為の社内体制構築に苦労
system for introduction preparation

Operation capabilityofﾟｭｰﾀの操作能力が不足
computer is insufficient
ｺﾝﾋ

4.0

Mang企業内のer skill of
in-house is insufficient
管理者のスキルが不足

4.0

It is hard to obt
ain understandingof management dept.
経営部
門の理解を得るのに苦労

4.0

Othersその他

Figure 3-10

3.0

Failure at e-Learning introduction (e-Learning introduction enterprise) (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)（n=100）(n=100)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

40.0

45.0

（％）
42.0

Educational content研修ﾆｰｽﾞに合った教育ｺﾝﾃﾝﾂが不足
met with learning needs is insufficient
Effect to introduction,etc. is not understandable
導入等に対しての効果が判りにくい

27.0

Understanding to意義・必要性に対する理解が不足
consciousness and necessity is insufficient

22.0
18.0

Maintenance, etc. of high speed
communication infrastructure is insufficient
高速通信ｲﾝﾌﾗの整備等が不十分

18.0

システムの管理・運用コストが高い
Operation and management
costs of system are high13.0

質疑応答や学習誘導が不十分
Q & A and learning
guidance are insufficient
11.0

特にない
None
Human resource and skill
in enterprise are insufficient
企業内の人材・スキルが不足

10.0

Cost教育ｺﾝﾃﾝﾂを更新するコストが高い
updating educational content is high

10.0

Lecture selection
counseling function maintenance is insufficient
受講選択ｶｳﾝｾﾘﾝｸﾞ機能整備が不十分

5.0

Systemcontent does not work properly
ｼｽﾃﾑ･ｺﾝﾃﾝﾂが正常に作動しない

4.0
3.0

管理者用ｺﾝﾋﾟｭｰﾀ･ｿﾌﾄが未整備
Computer software
for manager is not maintained

3.0

Security for 個人情報の保護面でのｾｷｭﾘﾃｨに問題
private information protection is problem
Operation capabilityof computer is insufficient
ｺﾝﾋﾟｭｰﾀの操作能力が不足
Othersその他

Figure 3-11

35.0

1.0
7.0

Problems at e-Learning operation (e-Learning introduction enterprise) (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

19

3.2.8 Possitiveness to e-Learning by management personnel and integration status
and effectiveness to management strategy
In order to seek for feature arisen from difference of aggressiveness level ofmanagement personnel, when [Enterprise that management personnel is interested in
e-Learning and is aggressively involved] is compared with [Enterprise that is interested in
e-Learning but is not aggressive], the former compared with the latter has realized theeffects of [Training efficiency (cost reduction)], [Employee learning result (improvement ofscore, etc.)], [Improvement of training ratio, etc. and increase of learning opportunity],[Supply of learning program linked to work], [Repletion of assemble training (preparation,
review, etc.)], etc., and comprehensive evaluation has also become high (Figure 3-12).
Thus, management personnel aggressively involves in e-Learning introduction andintegrates into personal strategy and IT strategy, so it can be understood that enterpriselinked to management has realized the effect of e-Learning introduction.

0

20

40

Training efficiency (time shortening, etc.)

研修の効率化（期間短縮等）
Training efficiency (cost reduction)

36.8

23.4

研修の効率化（コスト削減）
Improvement of earning result (achievement) of employee

10.5

4.3

Motivation improvement of employee

従業員のモチベーション向上

8.5 10.5
10.5
6.4

Improvement of satisfaction to employee training

従業員の研修に対する満足度の向上

Learning program met with private needs, etc.

個人ﾆｰｽﾞ等にあった学習プログラム

Learning program supply directly connected to work

業務に直結した学習プログラム提供

6.4
5.3
2.1

Supply of latest learning program

最新の学習プログラムを提供

Supply of many learning programs

多くの学習プログラムを提供

Learning program supply in required timing

必要なﾀｲﾐﾝｸﾞで学習プログラム提供
Achievement improvement of trainee and entire organization

受講者又は組織全体の業績の向上

0.0

Supplement of assemble training (preparation, review, etc.

集合研修の補足（予習復習等）
Simplicity of personnel management (employee, skill, etc.)

人事管理の容易化（従業員ｽｷﾙ等）

Cooperation of learning with administrative processing

学習と事務処理とを連携

Development of human resource upbringing contributing toenterprise achievement

企業業績に寄与する人材育成を展開

その他
総合評価

12.8
10.5

26.3

10.6

26.3
21.1

0.0
0.0
0.0

人事・教育担当者の物理的負荷軽減
Comprehensive evaluation

36.8

10.6
10.5

0.0 2.1

Physical burden reduction of personnel and education in charge

Others0.0
0.0

5.36.4
6.4
Interested. Aggressive involvement（n=19）

Figure 3-12

47.4

34.0

Improvement of lecture ration, etc. and increase of learning opportunity

受講率等の向上、学習機会の増大

（％）

47.4

8.5

従業員の学習成果（成績等）の向上

60

42.1
40.4

26.3
Interested but not aggressive（n=47）

Aggressiveness to e-Learning by management personnel and e-Learning
effect (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

20

20

0

40

Training efficiency (time shortening)
Training efficiency (cost reduction)

8.8

1.8

Improvement of lecture ratio, etc. and increase of learning
opportunity

47.1

21.8

Improvement of satisfaction to employee training

1.8

Learning program met with private needs, etc.

1.8

17.6
11.8
26.5

5.5

Learning program supply directly connected to work

Supply of latest learning program

11.8

1.8

Supply of many learning programs

（％）

35.3

5.5

Motivation improvement of employee

0.0

5.9

0.0

5.9

10.9 14.7

Learning program supply in required timing
Achievement improvement of trainee or entire organization

10.9

Supplement of assemble training (preparation, review, etc.)
Simplicity of personnel management (employee skill, etc.)
Cooperation of learning with administrative processing
Development of human resource upbringing contributingEnterprise achievement

1.82.9
1.8

8.8

1.8

8.8

0.0
0.0

Physical burden reduction of personnel and educationin charge

OthersComprehensive evaluation

0.0
0.0

17.6

17.6

3.6
Built in（n=34）

Figure 3-13

29.1
29.4

20.0

Improvement of learning result (achievement ) of employee

60
47.1

Under study + not built in （n=55）

Integrated status into personal strategy of e-Learning and e-Learning effect(MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

0

20

40

Training efficiency (time shortening, etc.)
Training efficiency (cost reduction)

32.0
31.8

20.0

Improvement of learning effect (achievement) of employee

9.1

4.0

Improvement of lecture ratio and increase of learning
opportunity

26.0

Improvement of satisfaction to employee training

13.6

2.0

Supply of many learning programs

13.6

4.0
9.1

0.0

Learning program supply in required timing

Supplement of assemble training (preparation, review, etc.)

2.0 4.5

Cooperation of learning with administrative processing

4.0

9.1

0.0
0.0

Physical burden reduction of personnel and educationin charge

Comprehensive evaluation

22.7

10.0

Simplicity of administrative management (employee skill, etc.)

Others

22.7

8.0
2.0 4.5

Achievement improvement of trainee or entire
organization

Development of human resource upbringing contributing towork achievement

27.3

8.0

Learning program supply directly connected to work

Supply of latest learning program

13.6

2.0
0.0
0.0

13.6

6.0

Built （n=22）

Figure 3-14

54.5

13.6

4.0

Learning program met with private needs

（％）

36.4

12.0

Motivation improvement of employee

60
45.5

Under study + not built（n=50）

Integrated status into IT strategy of e-Learning and e- Learning effect (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005)

21

3.2.9Effective usage plan of e-Learning

As for plan for effective use of e-Learning, an importance level of [Substantiality ofmaintenance of infrastructure (PC and LAN)], [Supply of learning field linked to work],[Contrivance of navigation and interface], [Contrivance of material constitution for easy
learning], [Contrivance of intelligible and funny material], etc. has been becoming high, andit can be understood that more detailed contrivance has been made serious (Figure 3-15).

0

1

2

3

4

5
4.21
4.39

Substantiality of maintenance of infrastructure(PV and LAN)

3.13
3.17

Setting of environment that has to learn regarding lecture

4.10
4.17

Supply of learning field directly connected to work
Supply of learning field met with learner needs,qualificationacquisition, etc.

3.33

3.85

Supply of learning content with difficult level met with learning
purpose

3.71
3.61

Supply of learning content with volume met with learning purpose

3.56
3.62
3.80
3.74

Scope of learning content met with learning purpose

4.00
3.88

Measure of easy learning material constitution

3.65
3.73

Measure of easy learning material sequence

3.92
3.77

Measure of understandable and fun material

4.05
3.80
3.45
3.57

Measure of navigation and user interface
Supply of learning support function(linking to help and reference)

3.61
3.73

Measure of learning progress management(suspention and termination
included)

3.33
3.57

Substantiality of corespondence(answer to question, etc.) between
learner and instructor

2.86
2.99

Realization of joint ownership of exchange with other trainee, lecture
status and result

this year（n=100）3.70
3.66

Setting of suitable period and timing of training(e-learning is used)

3.42
3.34

In-house guideline architecture of learning that is easy for lecture

last year（n=95）

3.44
3.61

Aftercare to learning result(new learning instruction, etc.)

2.76

Reward and punishment to learning result(receive of bonus, incentiveof salary raise, promotion, etc.)

3.16
3.64
3.78

Supply of training to contribute work improvement

3.38

can enter from portal site that is frequentry used for work

Note: Scored with summed average of important level 1 – 5.

Figure 3-15

Recognition of important level of plan for effective use of e-Learning (MA)
Source: e-Leaning user survey [Enterprise] (eLC 2005) and (eLC 2004)22

3.3 e-Learning usage status of individual
Here, in order to seek for e-Learning use activity of social member (occupied personal)of the e-Learning, e-Learning introduction field and future introduction desired field/learning
effect at organization belonged, satisfactory level used e-Learning, future introduction
desire of e-Learningand e-Learning use status as private are to be summarized based

upon the results of personal original questionnaire survey ([e-Learning user survey[private]]) (eLC 2005).
3.3.1 Overview of education in enterprise and e-Learning[１] Training merit used e-Learning
As for the training merit used the e-Learning, [Time is free], [Place is free], [Learning canbe repeatedly performed], etc. are increasing. Furthermore, it can be understood thatprivate experienced person compared with company experienced person strongly
recognizes actual merits such as [Learning program met with one’s level can be taken],[Qualification may be obtained], etc (Figure 3-16).

（％）

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

時間が自由（好きなときに受講できる、自分のペースで進めることができる）
Time is free (lecture can be taken anytime, and can be proceed by own pace)

56.7
55.8
60.2

場所が自由

Place is free

7.9
7.1

従来の学習方法に比べて、理解度が向上

Understanding level was improved, compared with conventional learning method

7.9
6.6

学習意欲が高まる
Learning volition is raised

13.1

45.3
42.7

Repeated learning can be done

20.9
20.7
21.8
18.4
16.9
24.8
20.3
19.6
22.8
23.6
19.9

多くの学習プログラムを受けることができる
Many learning program can be received.

最新の学習プログラムを受けることができる
Latest learning program can be received

学習プログラムを受ける機会が増える
Opportunity toreceive learning program is increased
自分のレベルにあった学習プログラムを受けることができる
Learning program met with own learner level can be received

業務に直結した学習プログラムを受けることができ
Learning
program directly connected to work can be received る

10.2

業務上必要なタイミングで学習プログラムを受講できる
Learning program can be taken at timing required for work

学習プログラムの品質が一定に保たれLearning
program quality is constantly maintained る
skill can be recognized by supervisor and personnel dept.
自Own
身のスキルを上司・人事担当者に認識させることができる
It directly connects to salaryraise and promotion る
昇給や昇進に直結す
It connects to qualificationacquisition
資格取得につながる
No merit
メリットはない

その他
OthersFigure 3-16

55.8

38.3

20.6
20.1
22.3

自身の学習進捗・レベルが把握しやすい
Own learning
progress and level is easy to grasp

自分や会社の業績向上につながる

15.3
16.6
17.0

10.4
10.1
11.7
7.4
8.2
4.4
10.0
9.9
10.7
4.1
3.5
6.3
13.0
9.2

Entire(n=1,2036)
全体（n=1,036）
25.1
27.1

会社での経験者（n=830）
Experienced
person in company
個人での経験者(n=206)(n=830)Private experienced person(n=206)

28.6

1.1
1.2
0.5
1.1
1.1
1.0

Training merit used e-Learning (MA)
Source: e-Leaning user survey [Private] (eLC 2005)

23

90.5
90.8
89.3

11.2

繰り返し学習をすることができる

Own and company achievement can be improved

90.0

100.0

[２] Training demerit used e-Learning
As for the training demerit used the e-Learning, [Maintenance of motivation of training
continuation is difficult], [Since interactivity with lecturer and service superior does not exist,
training results can not be recognized by others], etc. are increasing. Especially, it can beunderstood that private experienced person compared with company experienced personstrongly feels the [Maintenance of motivation of training continuation is difficult] (Figure3-17).

0.0

5.0

10.0

学習場所が限られる
Learning place
is limited

9.7

15.0

20.0

25.0

Learning can be done anytime and anywhere compared with assemble training,
集合研修に比べて、いつでもどこでもできてしまうので、業務時間内で学習時間が確保できない
learning time
can not maintained within
working time

19.0
18.2

12.1

16.2
16.1
16.5

実務で必要な知識とeラグ研修から得られる知識とのギャップ
があ る
There are gap between
knowledge ーニン
requiredfor practice andknowledge
obtained from e-Learning

31.1

Since
interactivity with instructor
and性が少ないため、研修自体をother trainee is less, training
講師や他の受講生とのイ
ン タラ クティブ
淡白に感じる
itself is candor

24.8

講師やSince
上司とのイ
ン タラ クティブ性がないため、研修成果を周囲に認知させることができない
interactivity
with
instructor and supervisor
is less, training

9.9

16.0
13.7

ツ がつまらない
Content is コン
notテン
interested.

32.7

11.1

result can not be recognized
7.3

15.3

Maintenance of motivation of lecture
continuation isン difficult
受講継続のモチベーショの維持が困難

30.8

33.4

7.7
8.0
6.8

Hardness level is 難易度が適切でな
not suitable い
1.1
1.1
1.0
4.7
4.5

ン フラ
（PCやネットワーク回線）が不十分であInfrastructure イ(PCandnetwork line) is insufficient る

5.8

Since paper media was not紙媒体での資料がなかったので、復習ができな
available, review can not be done い12.6

Support of question, etc.
are not available or is insufficient
質問等のサポートがない、あるいは不十分であ る

Entire (n=1,036)

全体（n=1,036）

15.1
15.7

会社での経験者

18.4

20.4
20.8

3.4

Experienced person incompany (n=830)

個人での経験者Private experienced
person (n=206)

4.5
4.7
3.9

Volume is notsuitable い
分量が適切でな

4.5
4.8

4.2
4.1
4.9

It does not to relate to own andcompany achievement
自分や会社の業績向上につながらない
It is not デメリットはな
demerit い

Figure 3-17

23.0

7.2
7.0
8.3

Content doesコン
notdirectly
relate to own work いテン
ツ が自分の業務に直接に関係しな

Othersその他

40.0

22.3
20.8

Understanding level is lowered comparedwith assemble training る
集合研修に比べて、理解度が下がTraining
purpose is not clear い
研修の目的がはっきりしていな

35.0

4.6
4.5
5.3

Learning time
is limited (Learning
time時間帯が限定されてしまzone is limited) う）
学習時間が限られる（学習する

Learner is not familiar with
PC work, and learning is problem
PCでの作業に習熟しておらず、学習に支障があ る

30.0

11.2
11.6

8.3

9.5
9.8

2.3
2.4
1.9

Training demerit used e-Learning (MA)
Source: e-Leaning user survey [Private] (eLC 2005)

3.3.2

e-Learning usage status by experienced person in company[１] Field that e-Learning has been introduced and field that e-Learning is hoped to
introduce in future
The fields that e-Learning has been introduced are [IT and computer] 65.0%, [Social
24

common ideas (business manner, sexual harassment prevention, etc.)] 42.6%, [Labor
safety, Hygiene, environment and quality (IOS9000/14000 included)] 31.5% in the order,
and the fields that are hoping to introduce in future are [Language] 38.8%, [Accounting, law,finance, real estate, etc. ] 27.7% and [Hobby and coercion] 27.6% in the order (Figure3-18).

（n=860）
0.0

10.0

20.0

IT and computer

30.0

15.7

Labor safety, hygiene and quality (ISO9000／14000 included)

16.5

Own company product knowledge and in-house requirement

15.8

70.0

(%)

65.0

31.5
30.9
29.0
27.7

Management and administration (project management, planning,business administration, ISO acquisition, etc.)

22.8

Language

22.9

Service (operation, sales, etc.)

14.5

28.0
38.8

21.6

13.4
16.5

Industrial relation (mechanical, electronics, architecture, survey, civil,
automobile maintenance)

6.4

Hobby and culture

Figure 3-18

60.0

42.6

Business (accounting, law, finance, real estate, etc.)

Others5.2

Medical and welfare

4.7

Elementary and secondary school education subject (mathematics,
language, science, society, etc.)

50.0

22.0

Social common (business manner, sexual harassment prevention, etc.

Other professional knowledge (agriculture, fashion, nutrition, barber, etc.)

40.0

4.2
2.7

27.6
13.4
14.5
13.0

Field that e-learning has been
introduced

Field that wishes to introduce
e-Learning in future

12.3

Fields that e-Learning has been introduced and fields that are hoping to
introduce in future
Source: e-Leaning user survey [Private] (eLC 2005)[２] Evaluation of learning effect by e-Learning
If the evaluation of learning effect by the e-Learning is observed, [A certain level effect isseen] is 69.0% highest, and approximately 70% considers to be effective (Figure 3-19).

25

(n=830)

わからない
1.7%

Effect is very much

Not understand 1.7%

大変大きな効果がある
2.2%

まったく効果はない
No effect at all 2.4%
2.4%

2.2%

Effect is not much 24.’%

あまり効果はない
24.7%

ある程度効果がある
Some effect 69.0%
69.0%

Figure 3-19
Figure 1 –19

Evaluation of learning effect by e-Learning (SA)
Source: e-Leaning user survey [Private] (eLC 2005)[３] Satisfaction level on in-house training
If the satisfaction level of in-house training is observed by training method, thesatisfaction level of [e-Learning used web] compared with [Assembly and classroom type],[OJT], [Communication education] is comparatively high (Figure 3 -20 ).

0%

10%

20%

30%

40%

50%

60%

70%

7.3

20.3

OJT（n=761）

8.0

20.4

90%

100%
8.3

29.8

34.3

Assemble school type（n=808）

80%

5.8

23.9

41.9

Correspondent education （n=623）

4.0

18.9

51.8

21.5

3.7

e-Learning used CD-ROM, video and TV meeting（n=606）

4.6

17.8

50.3

25.2

2.0

e-Learning used Web （n=824）

4.6

17.1

Text material （n=673） 2.7

Others（n=350）

Figure 3-20

14.1

28.1

53.9

12.0

Slight not satisfied

Can’t judge

Slight satisfied

0.8

3.3

9.7

80.9

3.4 4.6

Not satisfy

6.8

55.1

17.6

12.5

e-Learning used mobile phone （n=256）

36.0

35.4

1.4

ＳａｔｉｓｆｉｅｄSatisfaction level on in-house training (SA)
Source: e-Leaning user survey [Private] (eLC 2005)[4] Introduction desired status of training used e-Learning
If the introduction desired status of training used the e-Learning is observed, [It is not all26

trainings but increase of proportion of training used e-Learning is desired] is 50.6% morethan half, and it can be observed that introduction intention is high (Figure 3-21).
(n=860)すべての研修でeラーニング
Currently, e-Learning is not
現在eラーニングは提供され
Not understand を利用した研修を導入してほIntroduction used e-Learning
Supplied, and is not necessary
10.1%
わからない
wished for all training 4.9%ておらず、今後も提供の必To supply in future
しい
10.1%
0.1%
要はない
4.9%
Training used
0.1%e-Leaning
Is wished
to abolisheラーニングを利用した研修
2.3%
は廃止してほしい2.3%

isProportion of training used
eラーニングを利用した研修
e-Learning is wished toの割合を減らしてほしい
reduce7.7%
7.7%

すべての研修ではないが、e
It is not all trainings, but proportionof training used e-Learning is
ラーニングを利用した研修のwished to increase
割合を増やしてほしい
50.6%
5 0.6%
現在の行われている研修の
Proportion of training
割合を維持してほしい
Being performed is wished to24.3%
maintain

Figure 3-21

24.3%

Introduction desired status of training used e-Learning (SA)
Source: e-Leaning user survey [Private] (eLC 2005)

3.3.3

e-Learning usage status by experienced person at individual level[１] Reason of e-Learning usage other than training supplied by company
If the reason of the e-Learning usage other than training supplied by company isobserved, [Time is free (can take lecture at desired time and can proceed by one’s pace)]
85.4% and [Placeis free] 57.9%, etc. are frequently heard. Especially, it can beunderstood that private experienced personal makes much of [Qualification may beobtained] (Figure 3-22).

27

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Time is free (lecture can be taken anytime, it can be proceed by own pace)

57.9
58.5
56.5

Place is free

11.4
12.1
9.5
14.6
13.9
16.3

Understanding level has been improved
compared with conventional learning method
Learning volition israised

38.5
37.1
42.2

Repeated learning can be done

27.5
30.2

Many learning program can be received

20.4
23.4
23.2
23.8
19.8
20.9
17.0

Latest learning program can be received
Opportunity to receive learning program
Is increased

30.3
29.1
33.3

Learning program met with own level can be received

18.3
18.8
17.0

Own learning progress and level are easy to
grasp

Own skill can be recognized by supervisor and personnel dept.
It directly connects tosalary raise and promotion
It connects toqualification acquisition
It is not special merit but learner is familiar with PC
ＯｔｈｅｒｓFigure 3-22

Company experienced person（n=830）
Private experienced person(n=206)

12.9
14.2

Learning program can be taken by timing required for work

Learning program quality can be constantly
maintained

Entire （n=1,036）

7.5
7.5
7.5

Learning program directly connected to work can bereceived

Own and company achievement are
improved

9.5
8.6
7.7
10.9
4.3
3.4
6.8
5.8
4.6
8.8
6.2
5.2
8.8

17.8

23.0
36.7

2.6
3.1
1.4
1.1
0.8
2.0

Reason of e-Learning usage other than training supplied by company (MA)
Source: e-Leaning user survey [Private] (eLC 2005)[2] Reason that e-Learning usage other than training supplied by company is not desired
Most of replies in company experienced personal are [Maintenance of motivation oflearning continuation] 43.9% and [When compared with conventional learning method,understanding level drops] 30.4%, and it can be said that merit of learning method of thee-Learning acted contrarily as demerit. While, most of replies in private experienced
personal are [Contents are petty] 38.5% and [Assistance to question, etc. are insufficient]. It
can be understood that intention seeking for e-Learning slightly differs between company
and private (Figure 3-23).

28

90.0
85.4
85.6
85.0

0.0

5.0

10.0

Infrastructure (PC and network) has not be
maintained

6.8
6.8
7.7

Understanding level is lowered compared withconventional learning method

7.7

Conventional learning method is
sufficient

7.7

15.0

20.0

25.0

30.0

28.6

Content of field that wish to learn is notavailable

15.4

38.5
42.9
43.9

30.8
19.3
18.9

Communication between instructor and other learner isinsufficient

Entire（n=1,036）
Company experienced person（n=830）

23.1

Private experienced person(n=206)

7.7
21.7
20.9

Support of question, etc. are
insufficient
Proceedings and setting up to lecture istroublesome

7.7

30.8

13.7
14.2
13.7
13.5
15.4

Charge and security are anxiety

Effect to learn by e-Learning is not clear

Figure 3-23

30.4

26.1
25.0

0.6
0.0

45.0

20.5
20.9

Maintenance of motivation of learning
continuation is difficult

Others

40.0

18.0
18.9

Content is not interested

Learner is not familiar with PC work and learning is
problem

35.0

15.4
0.0

25.5
26.4

3.7
4.1

Reason that e-Learning usage other than training supplied by company is notdesired (MA)
Source: e-Leaning user survey [Private] (eLC 2005)[３] e-Learning effect in case private took lecture
If the e-Learning effect in case private took lecture is observed, [A certain effect is seen]
is 76.6% highest, and if it is combined with [It is very effective] 5.4%, it can be observedthat more than 80% personnel recognize the effectiveness (Figure 3-24).

29

50.0

(n=467)

Not understand
わからない
3.2%
3.2%

Very large effect5.4%
まったく効果はない
No effect at all 0.9% 大変大きな効果がある
5.4%
0.9%

あまり効果はない
Slight effect
13.9%
13.9%

Some effect 76.6%
ある程度効果がある
76.6%

Figure 3-24

e-Learning effectiveness in case private took lecture (SA)
Source: e-Leaning user survey [Private] (eLC 2005)

3.3.4 Usage status of mobile learning[1] Mobile learning usage field and future desired usage field
The fields that personnel who ever used the mobile learning are actually using, are[Language] 40.0%, [Business <accounting, law, finance, real estate, etc.>] 22.0% and [ITand computer] 20.0%, and the fields that desire to use in future are [Language] 26.0%,[Hobby and coercion] 20.0%, [Management and administration <project control, planning,business administration, ISO acquisition, etc.] 16.0% and [Medical and welfare] 16.0%(Figure 3-25).

30

0.0

5.0

10.0

IT and computer

15.0

20.0

25.0

LanguagBusiness <accounting, law, finance, real estate, etc.>
Service <operation, sales, etc.>

40.0

45.0 (%)

40.0

22.0

14.0
6.0

10.0
14.0

Management and administration <project control, planning,business administration, ISO acquisition, etc.>

16.0

10.0
12.0

Industrial relation <mechanical, electronics, architecture, survey
civil, automobile maintenanceSocial common <business manner, sexual harassment
prevention, etc.>

18.0

14.0

Own company product knowledge and in-house requirement

12.0

Labor safety, hygiene, environment and quality<ISO9000/14000 included＞

12.0

18.0
14.0
14.0

Medical and welfare

2.0

Other professional field <agriculture, fashion, nutrition, barber, etc>
Elementary and secondary school education subject <mathematics,
language, science, society, etc.>

16.0

4.0
4.0
4.0
8.0

Hobby and culture

0.0

20.0

4.0

Field ever used (n=50)

Figure 3-25

35.0

26.0

e

Others

30.0

20.0

10.0

Field that wish to use (n=50)

Mobile learning usage field and future desired usage field (MA)
Source: e-Leaning user survey [Private] (eLC 2005)[2] Form of mobile learning that desires to use in future
When we asked personnel who never used mobile learning regarding the form of mobile
learning that desires to use in future, [Personnel tests to check understanding level andmemory] is 40.4% highest, following [Terminology and wordbook, etc. are to check bycharacter] 39.1%, [Using music and audio play function, personnel listen lecture andforeign language conversation example] 26.8% and [Personnel read text, etc. byconnecting to internet] 26.4% (Figure 3-26).

31

(n=986)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

45.0 (%)

39.1

Wordbook and terminology, etc. are checked by character

30.3

None

Lecture and foreign language examples are listenedusing music and audio play function

26.8

Text, etc. are read by connecting to internet

26.4

13.6

Material is watched by animation

Lecture and discussion are performed by TV phone

Figure 3-26

40.0
40.4

Test for checking understanding level and memory is performed

Others

35.0

8.8

0.5

Form of mobile learning that desires to use in future (MA)
Source: e-Leaning user survey [Private] (eLC 2005)

3.4

e-Learning usage case in enterpise

In order to seek for effective introduction and usage points of the e-Learning in enterprise,several enterprise cases were picked up, and the introduction purpose and feature ofusage actual condition are arranged and classified to observe an important point foreffective usage.

3.4.1 Arrangement and overview of enterprise case[1] Viewpoint of case study (PDS cycle)
In order to concretely grasp e-Learning introduction and usage of enterprise, thefollowing 3 viewpoints are arranged and described as [PDS (Plan-Do-See)].
Background and purpose of e-Learning introduction and startup process, etc. arearranged by stage [1] background and startup; e-Learning contents being performed bystage [2] execution contents; evaluation and future prospect of e-Learning introduction by
stage [3] generalization and prospect respectively (Table 3 – 1).
32

Actually, each stage may be complicatedly intertwined, however arrangement shall besuch 3 stages.

Table 3 – 1 Viewpoint of case study (PDS cycle)
Each stage
Example of important item
[1] Background and startup
Background and purpose of introduction, startup process, etc.
Execution content, management method, etc.
[2] Execution content[3] Generalization and prospect Generalization, evaluation, issue, future prospect, etc.
[2] Enterprise case list and overview
The number of enterprise cases picked up this time is 19, and enterprise scale/business
type, background/purpose and execution method are various. The diversified cases havebeen recorded such as; e-Learning is positioned by a link of entire company strategy; it isused for special training efficiency and effect improvement; it is systemically used for daily
work support;

it is tackled as new business; training service is supplied to entire group

enterprise; and training is supplied to client.
Overview of enterprise case in Table 3 – 2 is as follows (Refer to [Part Ⅲ
each case details).

33

Case] for

Table 3 – 2 Enterprise case list
Case
No.

Name

①

AIG group②

SB & Foods Inc.

②

EPSON Intelligence Corporation④

KANSAI Electric Power Inc.

⑤

KITAMURA Co., Ltd.

Business type

Major subject

Finance/insurance

AIG group① In-house employee and for inhouse of salesperson② Agent and for external house forhome-stay employee

Wide usage including from employees to agents

All employees

Many usage of text form that preparation andlearning can be done in short time

Epson group employees (permanent
staff, dispatch worker and part timer
included)Integrated
e-Learning
multi-language function
customization

All employees

Entire company development step by step
introduction
Large scale introduction of blended type

Retailer

Shop and sales employees (all 550
shops)

Usage of sales support type used many animation

Food

All employees (all employees andpartial employees of group company
including temporary and dispatch
employees)

Entire company integration of private introductionof each dept.
Training each business dept. from entire lecture
mandatory training is concerned

Food

Information service

Electricity/gas

Case point

servicefeaturedusage and view⑥

Kirin Brewery CO.,LTD.

⑦

KONIKA MINOLTA Holdings , Inc.

Electric equipment

All employees of Konica Minolta
Holdings groups

Blended type concerned to management class⑧

Sumitomo Cement Systems co., ltd.

Information service

Informal employee, new employee
and all employees

ASP usage of in-house content and subcontractor
content⑨

Chugai Pharmaceutical Co., Ltd.

All employees

Entire company integration of individual
introduction of each dept.
From entire company mandatory training tillbusiness dept. training⑩

Denso Corporation

Transport equipment

All employees

Development and operation of unique ownmaterials in communication education between
different cultures⑪

Nippon Telegraph and Telephone
West Corporation

Information/communication

All employees of Nippon Telegraphand Telephone West

Integration and cooperation of own company
carrier design management tool system ande-Learning system⑫

Nippon Travel Agency Co., Ltd.

LeisureAll employees

Sales power enforcement and introduction of all
employee mandatory training

Pasonatech Co., Ltd.

Service

Registeredemployee)⑬

Medicineengineers(registered

Registered employee skill up
Development and sale of mandatory training[information security] that can be taken as gamefeeling

Training service

Hitachi group all employees (somenon-group)

Development and supply of unique materials of
business management, law, etc.

FamilyMart Co., Ltd.

Retailer

For all companies (system planning
dept.)For supervisors (system operation
dept.)All employee lecture mandatory training
PC training and security training by e-Learning forsupervisors⑯

Fancl Corporation

Chemical

Fancl group all employees

Knowledgement system covered in-house
information and training lecture used many
animations⑰

Fuji Xerox Co., Ltd.

Electric equipment

1. Engineering human resource
2. Sales human resource

Wide execution from engineering to sales in orderto realize competency enforcement strategy
Wide use from own company employees to group
employees⑱

Mitsui & Co., Ltd.

WholesaleAll employees (overseas branch andoffice included)

Wide use from external general purpose material
to in-house material⑲

Ricoh Company, Ltd.

Electric equipment

Ricoh group all employees (mainly
domestic)

Entire company development with set by step
introduction
Wide use from own company employees to group
employees⑭

Hitachi Research Laboratory, HitachiLtd.

⑮

Note 1) For [Business type], [Kaisha Shikiho], etc. was basically referred].
Note 2) For [Major subject], it complies with each case description.
Source: Prepared by interview survey, etc.

34

[3] Major feature of enterprise case
The following features are observed in the enterprise case of Table 3 – 2.
・Both enterprise and concerned business type are widely spread. Introduction of not only
IT enterprise but also business types that were a few e-Learning introduction such as
food, leisure and retail sale is also progressing.
・From examples that training used the e-Learning is subject to all employees and is subject
to special division as well as to that group employees are increased, is increasing.
・Not only own company and group company but also client related to agent are included insome case.
・Execution contents widely spread to all company all around education and employee
carrier support system such as efficiency of in-house education by IT, compliance, etc.
・There are extreme examples such as that some enterprises have recently introduced thee-Learning and that other enterprises have been using for a long time.
・In the case of large enterprises who have introduced, entire company development has
been realized through step by step introduction.
・ In addition to conventional language and IT field training, usage is increasing inmanagement system.
・The higher learning contents are, the further advance blended type introduction is.
・There are also realized cases of cooperation between enterprise personnel information
system and e-Learning system as well as of cooperation with carrier development
support system.
・ Knowledge management usage that unitedly supply all in-house information andeducational training is also increasing.
・There are also examples that are used for EPSS daily work support and immediate sales
support.
・Even in business types other than enterprise, there is example of enterprise who aims atbusiness domain reclamation related to the e-Learning.
・There is also movement to sell unique contents developed by own company.

35

3.4.2 Classification by approach of enterprisr caseAs observed until now, there are various cases such as; enterprise case is subject tospecial division as method for efficiency of education in enterprise; it is used as all aroundeducation method for all employees. Furthermore, it can be understood that there is many
[Blended case] used assemble education and e-Learning.
While, if feature of these enterprise cases are observed, there are also many cases such
as; not only in-house education but also education from group companies to clients are
subject to; it is used for promotion of in-house communication; other systems of personnel
management system and support system are linked; it is used as platform of entire
company corporate and university; and the e-Learning is using as in-house education
method while it is tackled as new business development theme.
Thus, it can be understood that in current e-Learning usage, cases that can not becaught by conventional e-Learning usage framework of [Alternative method of education inenterprise by IT] are increasing. By this, it is observed that the e-Learning deepens
relationship with other work activity and process by not only positioning one method of
education in enterprise but also centralizing human resource management of enterprise.
We have understood feature and approach of such new usage, and in order to seek for thetrend, arrangement and analysis have been tried in the following viewpoint.
[１] Viewpoint of strategy usage
For e-Learning propagation and development, there are many indications thatcooperation and contribution with management strategy and personnel strategy. However,claim that human resource management is important, is a general recognition, but clear
answer how level it contributes to competitive predominant formation of enterprise, has notbeen obtained yet. Performing effective human resource upbringing, frequently performing
levels 3 – 4 of Kirk Patrick and ROI analysis and continuously improving human resource
upbringing and linkage, are not easy for most of enterprises.
The viewpoint is therefore to be widened, and it shall be caught by standpoint howmechanism and system of the e-Learning is helpful for strategy execution andachievements of enterprise in addition to the human resource upbringing and knowledge
management promotion.
In order to arrange that, [Human resource upbringing] and [(Concerned personnel)
in-house and external house] are set to X axis and Y axis respectively, and if usage casesof e-Learning system of advanced enterprise are classified, it shall be as follows (Figure3-27). It means that subject of X axis is laid emphasis on human resource upbringing andeducation/enlightenment regardless of in-house and external house, or that it is laidemphasis on work renovations such as improvement of daily work efficiency and startup of
new business. While, it means that in the Y axis, user of e-Learning system or concerned
personnel of service lays emphasis on the in-house or external house.
Items on X axis and Y axis do not show opposition concept but level that lays emphasis on.

・[Type A employee education enforcement]: Efficiency and expansion of employee36

education by IT usage
・[Type B channel enforcement]: Channel enforcement with agent, client and customer
・[Type C communication enforcement]: Enforcement of mind thoroughness of in-housemanagement

personnel[Vertical]

andemployeecommunication [Horizontal]
・ [Type D new business development]: Development of new product and serviceusede-Learning experience
External

社外[D: New businessdevelopment type]】【D: 新規事業開発型【[B:
B: Channel
チャネル強化型
enforced】type]・New product development
・ｅラーニング関連の新製品の開発
related to e-Learning
・ｅラーニングを梃子とした・New business development
based on e-Learning
新規事業の開発

人
材
育
成

業
務
革
新

Work renovation

Human resource upbringing

・Agent and sales education
・代理店・販社教育
・Client education
・顧客教育

ｅラーニング
Diversified
useの多様な
of e-Learning
使い方[A: Employee education[Communication enforced type]

enforced type]】【 A：社員教育強化型【・Consciousness
C： コミュニケーション強化型
コミュニケーション強化
thorough 型】

・Expansion of learning
・社員の学習機会の拡大
opportunity of employee
・Efficiency of employee
・社員教育の効率化
educationof management person
・経営者の意思徹底
・Speedy execution of meeting
・会議・共同作業のスピード実施
and joint work

社内

In-househFigure 3-27

4 classifications of e-Learning strategic use
Source: Atsutoshi Ohshima (2003) Created from [Strategic usage method of
helpful for e-Learning for enterprise strategy]

Generally, the case being introduced as e-Learning usage case is [Type A] of employee
education enforcement. While, it can be said that it is methods of that [Type B], [Type C]
and [Type D] strategically use the e-Learning for realizing enterprise strategy and humanresource strategy form viewpoint that differs from [Type A] of conventional concept.
[Type B] is comparatively new e-Learning system usage method, however CRM（Costumer Relationship Management）and SCM（Supply Chain Management）are being
used as a link of business activities. For example, it is method to accept training andconsultant of sales method on online after feature and sales know-how of new product are
informed to agent by real time.
[Type C] achieves speedup of in-house intention transmission, performs remote meetingby this system, controls loss of direct and indirect opportunity costs, raises communication
37

ability of organization, and uses for achievement improvement.
[Type D] is new product development related to the e-Learning and development of new
business used the e-Learning.
[２] Classification viewed from viewpoint of strategic usageIf [4 classifications of strategic usage] is applied to the enterprise case, it will be thefollowing Figure 3-28.

External

B: Channel forced type]【[New business development type]

】

【D:

① ⑲

】

人

Work renovation

resource upbringing⑬ ⑯

Diversified use
Of e-Learning

Human

育

① ② ③ ④ ⑤ ⑥ ⑦⑧ ⑨ ⑩ ⑪ ⑫ ⑬ ⑭⑮ ⑯ ⑰ ⑱ ⑲

⑪ ⑯

[C: Communication enforced type]【 C：[A: Employee education enforced type]

【A

】

】

In-house

Figure 3-28

Case distribution viewed from 4 classifications of strategic usage
Source: Created by interview survey, etc.

Thus, it can be observed that there are unexpected tackling not only alternation of
employee education of type A but also of channel enforcement with client and customer oftype B, and of enforcement of in-house communication and cooperation of type C (alsoconnected to knowledge management and community of practice).
Moreover, in the cases of new business development of type D, there are the casepositioned as new business from the beginning of e-Learning introduction and the casebecame tackling as new business during introduction and development of e-Learning incompany.
3.4.3 View of e-Learning usage in enterprise
Several trends such as generalization of blended learning, usage methods of individual
training and entire company all around training, entire company platform introduction,
increase of unique material development, cooperation and integration with e-Learning and38other IT system, etc. were able to extract through enterprise cases picked up this time.
While, in addition to picking up the e-Learning as one method of education in enterprise,arrangement and classification were performed by wide framework of [Strategic usage]
from relationship with entire enterprise activities such as work activity, process
improvement, etc., and new trend were sought.
Regarding execution contents and results of enterprise cases observed, if the viewpoint
is changed and arranged regarding applicable aspect of e-Learning usage other thanenforcement of direct human resource upbringing, it can be mainly divided into thefollowing 2 approaches. One is [Approach of communication and network enforcement of
in- and external house works], and other is [Work support system approach directly
connected to daily works] (Figure 3-29).

Viewpoin tof work direct connection

e-Learning is supplied to work supportand knowledge execution︑

Dir5ect Contribution to daily work

Effect is felt
⇒ Usage promotion and propagation expansion

Enforcement of human
Resource educatione-Learning is applied to in and external
relation enforcement of CRM and SCM
Viewpoint of relation enforcment

Contribution to in- and external house relation enforcement

Figure 3-29

2 applicable approaches of e–Learning

The former approach applies, as can be understood from the aforementioned case, thee-Learning system as mechanism to enforce communication and network of in- andexternal house stake folders such as the CRM and SCM. This is useful for relation
enforcement with customer and client.
The latter approach uses for, as can be observed from the aforementioned case, work
support system (EPSS) as daily work activity support, and applies the e-Learning system
as one of execution methods of knowledge management.
These 2 approaches have supported major purpose of [Enforcement of human resource
upbringing] that the e-Learning originally purposes, and brought effect for various things ofenterprise activity.
Thus, the e-Learning is not only operated by catching as one system of education in39

enterprise, but if achievements are made by applying the e-Learning to various work
activities and processes, the e-Learning effect is actually felt, evaluation is raised andusage ratio of the e-Learning is improved at site. In turn, it is connected to budget
acquisition and promotion system enforcement that enforce the e-Learning, and further
enriched mechanism architecture will also become possible. Introduction and usage of thee-Learning can not be simplified, and learning approach required for one’s company andusage technique from such diversified cases are extremely important.
In future, through such diversified cases, if such approach is widely recognized and theeffect can be understood, usage promotion, propagation and expansion of the e-Learning inenterprises will become pretty sure.

40

4. e-Learning use trend in higher education
4.1 Usage status in higher education
Here, environmental change surrounding higher educational institute that is mainly
university, is arranged as well as IT progress and tackling status in universities are
overviewed.
4.1.1 e-Learning outlook in higher education[1] Environmental change surrounding university
Globalization of economy, society and culture has progressed, and violence ofinternational competition has been increasing. The higher educational institute such asuniversity, etc. needs to bring up superior human resource who can cope with social
requests, and construction renovation in order to proceed advanced and unique researchwith international competitive power, is required.
As one of construction renovation, 89 national university foundations and 4 universitycommon use institute foundations were born in April 1,2004, based upon law of national
university foundation. Owing to the national university foundation, independence andself-reliance of each university, etc. were drastically expanded, and flexible management
became possible. Each university, etc. use foundation system merit at the maximum, andheap up contrivance and tackling with each personality, and producing the results withclose application has been expected.
Due to affection of children decrease, it was said that [All member entrance day of
university] of that proportion of all candidates Vs entrance members become 100% would
be come in 2010, however, in recent year, it has been assumed that the day will be
coming in 2007, and crisis consciousness of universities is spreading. While, needs for highprofessional education and lifetime education for social members are raising.
In such speedy environmental change, the e-Learning has been highlighted as influential
measure for contributing quality improvement of education, acquiring future favorable
market such as social member students and for university survival.
[2] e-Learning and credit recognition
Most of e-Learning introduction in higher education was for trial for research purpose byeach teacher in the past, however it has been changed to tackling of a faculty credit andentire faculty credit in recent year. As major reason, change of system that credit
recognition by remote study for both attending system and correspondence system were
sharply recognized, can be pointed out.
Due to the report of [The way of higher education requested in globalization day] issued
by the Ministry of Education, Culture, Sports, Science and Technology in 2000, study used
information communication technology of internet, etc. was positioned as the remote study,
and credit acquirement (correspondence system: 124 credits required for graduation,
attending system is up to 60 credits and postgraduate school is no limit) became possible.
Furthermore, the present university establishment criteria specifies [According to criteria
specified by the Minister of Education, it is specified that study can be performed at theplace other than classroom, etc. by highly using diversified media] for the remote study. In
the notice of the Ministry of Education, Culture, Sports, Science and Technology received
this requirement, requisite regarding the remote study by television meeting system has
41

been specified. Concretely, criteria that the following requisite is to be fulfilled, and thatapproved to have educational effect corresponding to face-to-face study in each university,
is pertinent.
・ Diversified information such as character, audio, still picture, animation, etc. are to beunitedly handled, and they are to be performed simultaneously and interactively.
・ Study is to be performed at classroom other than classroom, etc. performing study ,research room or place corresponding to these.
For the study used internet, etc., even simultaneousness and interactivity in face-to-facestudy are not available, there is sufficient possibility to maintain equivalent educational
effect to the above.

Then, situation that the following all requisites are fulfilled and thatapproved to have the educational effect corresponding to face-to-face study in university,
has been positioned to be the remote study.
・ Diversified information such as character, audio, still picture, animation, etc. is unitedly
handled・ By using information communication technology such as electronic mail exchange, etc.
and directly interviewing office hour, etc., teacher and assistant staff (teaching assistant,etc. who perform assistance of education activity under teacher’s direction) are directedby question and answer, correction direction, inquiry and reply, etc. before every study.
・ Students are supplied opportunity to mutually exchange opinion regarding study.
[3] New movement of e-Learning introduction
The government is also supporting for concrete tackling of the e-Learning in universities.
In the e-Japan strategy issued in July 2003, e-Learning promotion has been described. In[Modern education needs tackling support program=good practice (Gendai GP)] of the
Ministry of Education, Culture, Sports, Science and Technology in 2004, hundred several
ten schools applied for e-Learning field of the higher education, and 15 universities wereselected. Furthermore, 14 universities have been selected in 2005. In [IT new revolution
strategy] issued in January 2006, the e-Learning promotion has been described. Thus,
e-Learning tackling in universities will increasingly expand in future.
In the past, e-Learning execution had strong experimental meaning by special teacher
and researcher in many universities. However, due to change and political support ofeconomic social environment and management environment as aforementioned,
e-Learning introduction has been taken up as important issue in many universities.
2004 was called as the year that the e-Learning introduction was truly started inuniversity. And 2005 will be positioned as the year that diversification of tackled content andimprovement of execution method has been progressed with propagation of the e-Learning.
4.1.2 Usage in professionalism postgraduate school
Here, it is focused on professional postgraduate school being highlighted, and the current
status and possibility of e-Learning usage are taken up.
[1] Background of professionalism postgraduate school establishment
The purposes of human resource upbringing in postgraduate school are mainly classified42

by 1) training of researcher and 2) training of human resource that has high andprofessional job ability. However, in the past, importance was laid on the former, andeducation at business level such as the latter was never laid emphasis. With progress ofinternationalization and diversification and high level, the postgraduate school focused on
the part of high professionalist training had been established.
At first, [Professional postgraduate school] specialized in the high professsionalist
training was institutionalized in 1999, and 6 research departments and special study were
established up to 2002. However, since the [Professional postgraduate school] waspositioned into conventional postgraduate master’s course, fundamental review ofpositioning and way of the [Professional postgraduate school] itself was pointed out due tolimitation of practical education for training the high professionalist, and improvement anddevelopment were sought.
Doctrine of the [Professional postgraduate school] was inherited as [Professionalism
post- graduate school] from 2003, and educational institute specialized in higher
professionalist training was established. 10 special studies were started in 2003, and 15
special studies were additionally established in 2004.
[2] Trend of professionalism postgraduate school
The [Professionalism postgraduate school] differs from conventional postgraduate school,
and is institute that performs practical education aimed at “Training of human resource who
has high and professional job knowledge” for occupation required high professionalism.
After completion, [Professionalism degree] of [OO master (professionalism)] such as
degrees of management (professionalism), master of accounting (professionalism) andphilosophy doctor of justice (professionalism) are given. Standard training period shall be 2
years, and depending on field, flexible system design every each majored field such asrecognition of 1 year training period has been levied on the professionalism postgraduate
school. Moreover, law postgraduate school becomes 2 year course (trained course) and 3
year course (non-trained course).
Research instruction shall be received but pass for audit of research result shall not be
mandatory, and more than a certain period of attendance and acquirement of credits
required for every each majored field (completion of educational course specified by each
university such as acquirement of more 30 credits) shall be mandatory. In the law
postgraduate course, acquirement of more than 63 credits for 2 year course and more than93 credits for 3 year course is required. Since Primary object is placed on human resourcewith immediate challenging force, it is must that more than 30% of full-time teachers (morethan 20% in law postgraduate school) is consisted of businessperson, introduction of third
party evaluation system is levied, and these are a large feature that differs fromconventional postgraduate school.
If the number of incoming students in the professionalism postgraduate school isobserved, it
can be observed that primary students in private professionalism
postgraduate school are extremely more than that of other national and public
professionalism postgraduate schools. If
primary students in professionalism
postgraduate school is observed, it was found that proportion of social member students innational, public and private professionalism postgraduate schools shares 54%. Especially,
the proportion of social member students in private professionalism postgraduate school ishigh, and it is shared by 58.6% in entire private universities. Since the professionalism
postgraduate schools do not need research instruction teachers, installers are diversified,
and types are also yearly increasing. There are the professionalism postgraduate schools
such as [Law postgraduate school] to train law specialist, [Accounting postgraduate school]43

to train accounting specialist, [MBA] to train enterprise management specialist and [MOT]to train specialist having both engineering professional knowledge and management sense.
[3] Professionalism postgraduate school and e-Learning usage
Due to diversification of the professionalism postgraduate school, both number and typeare yearly expanding. Among those, as large purpose of 1) differentiation and 2)
self-learning support, the e-Learning has been used. In the next, let’s take a look usage
trend of the e-Learning in the professionalism postgraduate school.
1） Law postgraduate school
With judicature renovation, the law postgraduate school has been established formaintaining a large increase of lawyer and the quality. In order to advance legal circles,
completion of the law postgraduate school became mandatory. As of 2005, the law
postgraduate school is most popular among professionalism postgraduate schools, and thefuture prospect is also expected.
In the law postgraduate schools, 70% of more than 93 credits of completion credit
becomes mandatory or selected mandatory course. The relative importance of thesemandatory course is very large, compared with other professionalism postgraduate school.
Not only study, in order to learn required ability in short period such as 3 years or 2 years
and to pass judicial examination, self-learning is necessary. The e-Leaning used for
self-learning is mainly for learning of fundamental knowledge and review after study.
2） Business school
With globalization of management, among that requirement to human resource whichinternationally passes is escalated, evaluation of domestic MBA is still low, compared withauthoritative overseas MBA such as the Harvard University. These current status breaking
and improvement of international competitive power of professionalism postgraduate
school, that is to say, establishment of education quality guarantee and system on businessschool are currently seeking for. In order to realize these, review meeting about 40
postgraduate school staffs nationwide was performed, and it was determined to complete
establishment plan of internationally passed verified evaluation institute by March 2007.
3）Others
The professionalism postgraduate school has been established not only forabove-mentioned law and business administration but also for currently various fields suchas public policy, public hygiene, management of technology (MOT), university management
and IT.
Furthermore, Establishment style is not professionalism postgraduate school and isconventional postgraduate school, however there is also the following postgraduate schoolby internet aimed at high professionist of e-Learning development.
4.1.3 IT progress and e-Learning usage in higher education
In order to grasp progress of IT and actual status of e-Learning usage in higher education,
wewill describe result overview of 2 comprehensive surveys ([Actual status of IT usage innationwide higher educational institute] and [Survey regarding education used IT of
e-Learning, etc.]) performed by the Media Educational Development Center.
[1] Actual status of IT usage in university
44

In order to grasp entire image of IT usage of the higher educational institute, the Media
Educational Development Center is yearly performing survey since 1999. We will mainlyand especially describe 4 years course university replies regarding contents of [Actual
status survey of IT usage in nationwide higher education institute] (performed in December
2004: number of effective recovery: 975 4-years course universities).
As of 2004, in IT usage in university, internet relative importance is increasingly raising.
In comparison of face-to-face study with two-way study of internet, it was resulted in thatdifficulty of two-way study was re-recognized. Universities who think of [Combination with
face-to-face study is required] and [Learning support other than study is required], exceeds
90%, and universities who think of [Educational cost drops] and [Study load of teacher isreduced] by two-way study used internet, is small. While, [Higher education is activated],[Exchange study with other institute is increased] and [Social member students are
increased] exceed 70%, and many aggressive evaluation can be observed. If such meritcan be concreted by conquering the aforementioned issues, it is considered that thetwo-way study used internet will be settled.
As for support system to multimedia material preparation in university, the proportion of
34.4% of [Organizational support of university (multimedia center, etc.) ], 34.3% of [Supportof responsible teacher and staff in school], following 31.3% of [Support of volunteer
teacher] and 22.7% of [Support of volunteer student] is high, and it can said that
preparation support system for multimedia is not sufficient. It can be said that organizationalcorrespondence as university is being enforced by cooperating school organization andvolunteer teacher and student.
[2] Actual status of education used IT of e-Learning, etc.
The Media Educational Development Center performed comprehensive survey forgrasping actual status of the e-Learning in Japanese universities [Survey regarding
education used IT of e-Learning, etc.] (number of effective recovery: 777, effective recovery
ratio: 62.2%). The survey concerned includes university, junior college and college. Several
survey result points are described below:
The proportion that the e-Learning has been introduced by higher educational institutesuch as university, is 36.3% of the all. If observed by type of institute, it can be observedthat e-Learning introduction in university and college is comparatively progressing,compared with junior college. If observed by establishment style of university, thee-Learning has been performing at 69.3% of national, 18.9% of public and 41.4% of private.
The e-Learning introduction is progressing at national universities and large scale
universities with more than 5 faculties. Furthermore, 82.0% of institutes that is performing
education used IT, has introduced the e-Learning, and it can be understood that thee-Learning has importantly positioned in the IT usage education.
Tackling of various styles such as organizational correspondence, private
correspondence and correspondence with organizations between universities formed, canbe considered in education used IT. Present tackling style in university and institute that
education used IT is performing, are mainly partial organization in university (center, school
subject, faculty, etc.) and in university. Besides this, consortium with domestic university,
etc. (Japan OCW Correspondence Association, On-demand Study Distribution Forum,
International Network University Consortium, etc.) are tackling with, however organizational
tackling between universities is small.
Currently, [Maintenance of educational quality guarantee] is becoming an important issue45

in the higher education. Since education used IT is sought for more than equivalent effectto face-to-face study, maintenance of quality guarantee extremely becomes important.
Many replies received as tackling to the quality guarantee before performing education
used IT, are [Face-to-face study and e-Leaning, etc. are supplied with blended], [Bylearning support to students of maintenance, etc. of mentoring, tutoring, communication ofteacher/staff], [Student scholastic ability evaluation is performed by examination, report,etc.]. The tackling style to quality guarantee is diversified depending on institute. However,it can be understood that quite number of institutes has been tackling with the quality
assurance before execution of education used IT.

4.2 e-Learning usage cases in university
Here, in order to review effective introduction and usage point of thee-Learning in university, various cases are picked up, introduction purpose
and feature of usage status are arranged and classified, and important point
for effective usage is to be considered.
4.2.1 Arrangement and overview of university cases[１]

Viewpoint of case consideration (PDS cycle)

In order to concretely grasp e-Learning introduction and usage in university, by referringto the [PDS (Plan-Do-See)], each case has been arranged and described in the following 3
viewpoints as same as the aforementioned enterprise case.
Background/purpose of e-Learning introduction and startup process, the content of thee-Learning being performed and generalization and future view of e-Learning introduction
are to be arranged by [1] background and startup, [2] execution content and [3] each stageof generalization and view respectively (Table 2 – 1). Actually, each stage may getcomplexly intertwined, and these are to be roughly arranged into 3 stages.
Table 2 – 1 Viewpoint of case consideration (PDS cycle)
Each stage
Example of important item
Background and purpose of introduction, startup process, etc.
[1] Background/startup[2] Execution content
Execution content, management method, etc.
[3] Generalization/view
Generalization, evaluation, issue, future view, etc.
[２] University case list and overview
The

university

cases

picked

up

this

time

are

11,

and

university

scale,

background/purpose and execution method are various. Diversified cases such as; credit
can be obtained by e-Learning; e-Learning is used as a help of study improvement;
e-Learning is used as a link of renovation of study technique, have been recorded (Refer to[Part Ⅲ

Case for each case details].

46

Table 4 – 2 University case list
Case
No.

Major subject

Name

Case point■University
Student of Foreign Language School

E=learning materials for preparation/review
In multi-languages①

Osaka University of Foreign Studies②

Osaka University of Arts

e-Learning usage in new field of music
Students of correspondence of Education
educationand Music school③

K a n a z a wa I n s t i t u t e o f Te c h n o l o g y

All students

Cooperation of [Learning support system],[e-learning] and [Portfolio]④

Sonoda Women’s University

High school student and social irregularstudent of all faculties and prefecture

e-Learning supply in fields of [Basic
information education], [Lifetime learning],[Professional education] and High/large
cooperation]⑤

Nagaoka University of Technology

Cooperated university and college

e-Learning in new field of mechanicalsafety engineering⑥

Ritsumeikan University

Cooperated high school

Program execution combined Web live
lecture with screening study to 20
cooperated high schools⑦

Waseda University/Digital Campus
Consortium (DCC)

DCC participated university andenterprise

Establishment of consortium cooperated with
Many universities and enterprises, joint
development and distribution of digitalmaterials

Aoyama Gakuin University, International
Management

University students cooperated as
student with GKN of research school

Execution of [Management game] usedinternet

Nagoya University of Commerce & Business
Postgraduate schoolStudent of MBA course

Lecture support and management system
Of student⑩

Kanagawa University Graduate division,
Law SchoolStudent of law school⑪

Meiji University, Law SchoolStudent but especially non-learner of
Law school (student who did not learn
Professional law at law school)(Possible to read other than student■Professionalism postgraduate school[Management]

⑧

⑨

[Law]

Note 1): [Major subject] complies with each case description/
Source: Prepared by interview survey, etc.

47

Use of e-Learning as supplemental learning
method for basic knowledge acquisition andspecial debate

e-Learning as introduced for self-relianceas for mainly non-leaner of law

[３] Feature of university case
The following features are observed in Table 2 – 2

University case.

・There are wide range from that the e-Learning is used as supplemental measure of study,
to that credit can be obtained by the e-Learning,・Totally, blended learning used both assemble education and e-Learning is the mainstream.
e-Learning usage is spreading in the field that the e-Learning was not used for educationof music in past,・As for e-Learning materials, various measures such as movie, animation, simulation, etc.
have been taken,
・There are strategic cases that it was introduced to partial study, and that each faculty
verified introduction and all university level currently started introduction,
・Mainstream is subject to official students, however there is case for lifetime learning andjob ability development for social personnel. Especially, in professionalism postgraduate
school, the e-Learning is used to brush up professional ability,・By using maximum feature of the e-Learning, study used the e-Learning is performing withoverseas cooperated,
・The e-Learning is not only used for learning process but there is also case that searches
for new business model as educational institute,・There are also advanced cases that e-Learning introduction is taken as management
issue, and that seamless environment of existing work system in university ande-Learning system newly introduced it to be built to tackle with comprehensive IT
promotion in university, and・Consortium by several universities is established, and the e-Learning has been used as
activity measure.

4.2.2 Classification by approach of university
In order to arrange feature and approach of university cases and seek for trend, thefollowing viewpoints are considered:[１] Viewpoint of classification from [Credit recognition] and [Necessity of attendance]
Regarding tackling of study used the e-Learning, if it is classified as criteria of level of[Credit recognition] and [Necessity of attendance], it will be as follows (Figure 4 – 1).
Vertical axis and horizontal axis show [Credit recognition] level and [Necessity ofattendance] level respectively.

48

eラーニングでの単位認定

Credit validation by e-LearningA
Course that credit canｅラーニングの受beacquiredby
講により、単位がe-Learning of lecture,
Is supplied
取得できるコースを提供

B
集合学習として、ｅLecture used e-Learning
ラーニングを利用した
was opened as assemble
learning
講義を開講

Necessity of attendanceHigh
通学の必要性高C
Blendedlectureofface-to-face

対面学習とeラーニングのブ
learning and e-Learning is opened
レンディッド型の講義を開講

Lecture being supplementaly used
ｅラーニングを補助的に用い
e-Learning is opened.
ている講義を開講

Necessityof attendance
通学の必要性Low
低D
Opening lecture for general person
一般向け公開講座など

Figure 4 – 1

EClassification of e-Learning usage study viewed from credit recognition andnecessity of attendance

If 11 university cases picked up this time are inserted into the classification of Figure 4 –1, it will be the following Table (Table 4 – 3).

Table 4 – 3 Classification overview and appropriate caseClassification
Overview
Type A

Type B

Type CType D
Type E

Credit can be obtained by e-Learning lecture* Case of non-attendance is very rare, and partial screening
may be required.
It shall be attended and gathered at special place, and credit
can be obtained by e-Learning. Difference to type A is that place
and time taking lecture are limited. This corresponds to study
distribution from remote area.
In 1 lecture, it is designed from both lecture by e-Learning
without necessity of attendance and face-to-face study withattendance.
Opening of course that credit can be obtained only by
e-Learning is not available, and supplemental e-Learning has
been taken in study with normal attendance.
Whole or part of e-Learning has been taken for general open
lecture.

Case No.
② ⑦

④

③ ④ ⑤
⑥ ⑧
① ⑨ ⑩
⑪
① ④

Note: Classification of university cases picked up this time may spread into several types, however theabove was classified from major feature.

49

4.2.3 View of e-Learning usage in university

The e-Learning usage in university has been performed from before, however
most of them was research/experimental stages and small scale. Furthermore,
although maintenance of information environment in university had been
progressing, e-Learning propagation was not sufficient enough in style used it.
In recent year, universities are facing with very large environmental change of children
decrease and the Independent Administrative Corporation. Due to that, as one of method tosurvive in acquisition competition of students due to children decrease and as a link ofmaintenance of advanced learning environment, universities that tackle with the e-Learning
have been increasing by that differentiation with other universities is planned bysubstantiality of the e-Learning and by that acquisition of overseas students are conscious.
And opening of lecture used the e-Learning that credit can be obtained without attendance,
has been progressing by corresponding to necessity of social personnel education.
Further, movement to perform with style entirely integrated or cooperated instead oftackling with the e-Learning performed by each faculty and each research room, isincreasing, and competitive power of university itself is being largely affected.
One example of classification methods of university cases has been shown by [Credit
recognition] and [Necessity of attendance] this time, however actually, various trials in eachfaculty of one university may exist. Furthermore, Several methods of combination in
execution method of the e-Learning may also exist. Thus, it can be said that e-Learning
usage same as diversification of educational contents and methods in each field of
university is vary wide.
As observed up to now, the role that the e-Learning is expected, can be roughlyclassified into [Viewpoint of quality and supply measure of education] and [Viewpoint of
university management] (Figure 4 – 2).

50

Viewpoint of university
大学経営の視点management

Viewpoint of 手段
教育の質と提供
教育の質と提供手段のeducation quality
視点
視点and supply method•Information of entire university→IT•大学全体の情報化→IT化•Participation/enforcement to social education•社会人教育への参入・強化

・Supply by IT of study that credit

Role of•Acquisition of overseas student

ｅラーニ ング•Cooperation with domestic university

e-Learning•海外学生の取り込み•国内大学との連携•International cooperationの役割••単位が付与され業の単位が付与されない授ない授業のis not given
ITによる提供（生
涯
学
習
等））
IT
による提供（生涯学習等
・Supply by IT of study that credit••単位が付与される授
is givenIT
単位が付与される授業
業ののIT
・Educational effect by various tool
による提供
による提供
combination and blending••各種ツールの併用や
ブ レン
各種ツールの併用やブレン•国際的な連携・Standardization and efficiency of

ディングによる教
育果educational management
ディングによる教
育効
効果
method••教育の運営方法の教育の運営方法
の標
標準
準化
化と
と

効率化
Higher education that
変革が迫られている
renovation
is urged

Change of society
population structure

Figure 4 – 2

Independent Administrative
Corporation

Shift to knowledge society

Role of e-Learning to be expected in higher education

As being expected by e-Learning introduction from before, [Viewpoint of quality andsupply measure of education] of the former is aiming at improvement of education andsupply measure by IT usage. A certain level of this has been realized by technical progress,
and as can be observed from the cases, universities that most of credit can be obtained by
the e-Learning have been appearing.
Moreover, [Viewpoint of university management] of the latter is new movement, and canbe read from the cases such as IT promotion and system integration of universities,
cooperation with other universities, acquisition of social member students and foreign
students.
Due to change of economic social environment, practical education sought foruniversities has been diversified as well as practical contents have been changed.
Therefore, there is also example to use the e-Learning for distribution of practical contentsfrom industrial fields and lecture that is supplied by cooperating with other universities.
Thus, it can be said that the professionalism postgraduate school has appeared asconcrete movement of participation and enforcement to social member education and highprofessionalist upbringing. In addition to business school being activated from before,
recently, postgraduate school that high professionalism and practical education are
required has born in various fields of law postgraduate school, accounting postgraduate
school and others. Especially, the law postgraduate school is rapidly increasing, while
problem of insufficient basic scholarship of primary students has been pointed out, andmovement to use the e-Learning is seen as reinforced measure.
However, promotion system of the e-Learning in university and postgraduate school is
not sufficient enough in budget, staff and know-how of study by the e-Learning, and it isseemed that it will take time to achieve the effect by successfully using introduced system
by teacher.
In the future, usage improvement of e-Learning system and substantiality ofpromotion system of staff will be important. It can be said to be same
movement as enterprise, however by linking existing information system in51

university to newly introduced e-Learning system, pioneer case tackled withstrategic operation has been born, and tackling example will be increasing as
management issue.

52

5. Trend of e-Learning business
5.1 Framework of e-Learning related business
The e-Learning business can be generally shown in the form shown in Figure 5-1 fromservice supplier (upstream) to service user (downstream) in the case distribution process ofservice is perceived.

Service supplier (upstream)
System content

Service user (downstream)

Distribution/service

User

ERP, etc.
Related systeme-learning related business

Introduction &education
consulting
e-Learning system businesse-Learning related
consulting businesseEnterprise
SchoolAutonomy

System development
System integration

Learner

System sale
Education service

Authoring toolSpecial input& outpute-Learning service business

Content development and holding

e-Learning content businessNote: In the case of ASP service, [System contents] and [Distribution service] are unitedly supplied.

Figure 5-1

Entire image of e-Learning business (arrangement focused on distribution
process)

5.2 Vendor actual status and current status of e-Learning businessIn order to seek for current status of the e-Learning business, the e-Learning actual
status and current status of e-Learning business are sought for, based upon result of[e-Learning business survey] performed as subject to the e-Learning vendor in December
2005.
5.2.1 Work domain of vendor
If the work domain of questionnaire replied vendors is observed, many vendors are
involved in content related works, and a few vendors are involved in system development(Figure 5 -2 ).

53

0

10

20

30

development

SCORM e-Learning engine development
SCORM
engine, etc.
engine40

integration development

ERP system development

8.3

KM system relation

8.3

HRM system relation

8.3

EIP system relation

8.3
27.8

e-Learning system product16.7

processing

included)included)saleIntegration with related system (ERP, etc.)

5.6
2.8
58.3

Book writing and digital content creation50

Fact-to-face lecture
Book, etc are published

22.2

Reference is kept

22.2
61.1

Company content is set to e-Learning

69.4

Content is set to e-learning by entrustment

38.9

sale

e-Learning system product (LMS, etc.)

consulting

Other system
System (ERP-KM, etc.)

System development(partial sale included)

Specialdevicedevelopment
Content development system(partial sale included)
Content
Content
e-Learning
holding
creationcontent(analog(analog
Distribution systeme-Learning
Systemcontent
introduction distribution
Other system(ERP-KM, etc.)

development

Systemoperation

47.2

Content keeping

52.8

Content saleEnterprise current
status analysis

38.9

System selection andintroduction

38.9
5.6
11.1

KM system relation

8.3

HRM system relation

2.8
33.3

Hoisting service

50

ASP service

52.8

e-Learning material distribution
Education consulting Training service

Service system

27.8

Authoring tool development

EIP system relation

30.6

Mentoring service
Tutoring service

33.3

e-Learning portal

33.3
52.8

Instructional design/ID

33.3

Human resource consulting
Management consulting
Operation and sales consulting

Figure 5-2

80

38.9

Tasting system development

ERP system relation

70

44.4

LMS system development

Special input & output device
development

60

22.2

Other e-Learning development

Special input & output device sale

50

27.8

13.9
11.1

Work domain of vendor (36 vendors)
Source: e-Learning business survey (eLC 2005)

5.2.2 Current status and future perspective of e-Learning business[1] Current status and future perspective of system business
If the perspective of sales growth ratio of system vendor replied byquestionnaire survey is observed, it is prospect to become 193% in 2010
compared with 2004 (Figure 5 -3 ).
Many development products of system vendor are LMS (Learning Management System),
SCORM engine, etc. and e-Learning engine, and they are major development products.
Moreover, enterprise and higher education institute are becoming main users for enterpriseand higher education institute is becoming main users for system products.
54

（％）

200
193
180

163

160

140

140

120
115

100
2005

2006

2008

2010

（年度）

Year

(Note): Perspective of sales growth ratio as 100 in 2004 (central value of growth ratio ofenterprise replied growth ratio)

Figure 5- 3

Perspective of growth ratio of system vendor
Source: e-Learning business survey (eLC 2005)[2] Current status and future perspective of content business
If the perspective of sales growth ratio of content vendor replied by questionnaire
survey is observed, in ready-made contents, 160% and 140% are forecasted for privateand for vendor and enterprise respectively in 2010 compared with 2004. While, in theorder-made contents, 140% and 125% are forecasted for enterprise and for vendor
respectively in 2010 compared with 2004 (Figure 5-4, Figure 5-5).
At present time, types of ready-made content and order-made content are mainly [ITcomputer] and [Business foundation], however ratio of other fields are raised in future, andit tends to diversify. Moreover, if major users on both fields of ready-made content andorder-made content are observed, field of education in enterprise is main as present andfuture attended fields, however growth of higher education is becoming large as future
attended field.

55

（％）

170

160

160
150

140

140

140
130

125
120
115
110

110
105

100
90
2005

2006

2008

For vendor

For enterprise2010

For private(year)Note): Perspective of sales growth ratio as 100 in 2004 (central value of growth ratio ofenterprise replied growth ratio)

Figure 5-4

Perspective of sales growth ratio of ready-made content vendor
Source: e-Learning business survey (eLC 2005)

（％）

170
160
150
140

140
130
125

125

120

120
115
110

110
100

105
105

90
2005

2006

2008

For vendor

For enterprise

2010（Year）(Note): Perspective sales growth as 100 in 2004 (central value of growth ratio of enterprise
replied growth ratio)

Figure 5-5

Perspective of sales growth ratio of order-made content vendor
Source: e-Learning business survey (eLC 2005)[3] Current status and future perspective of service business
If the perspective of sales growth ratio of service vendor replied by questionnaire survey
is observed, 205% and 170% are forecasted for enterprise and for vendor respectively but
165% for private that is leveling off in 2010 compared with 2004 (Figure 5 -6 ).
56

If type of service is observed, [IT computer] and [Business foundation] are increasing.
Moreover, if service user is observed, the education in enterprise is highest, and future
trend of it will not be changed.

（％）

220
205

200
180
165
160

160
150
143
140

170
165

145

140
125

120
110
100

95

80
2005

2006
For vendor

2008
For enterprise

For private

2010(Year)(Note): Perspective of growth ratio as 100 in 2004 (central value of growth ratio of enterprise
replied growth ratio)

Figure 5-6 Perspective of sales growth of service vendor
Source: e-Learning business survey (eLC 2005)57

[4] Current status and future perspective of consulting business
If the perspective of sales ratio of entire consulting replied by questionnaire survey isobserved, presently, ratio for vendor surpasses that for enterprise, however the ratio forvendor will be becoming leveling off, and the ratio for enterprise is forecasted to extremely
grow. 140% and 125% are forecasted for enterprise and for vendor respectively in 2010
compared with 2004 (Figure 3 -).

If the concerned field of consulting work is observed, [General knowledge and individual
knowledge (own product, in-house requirement, etc.)], [Special professional knowledge(IT/computer, service, administration management, financing, etc.)] are increasing.
Moreover, if the users of consulting service (client) are observed, business types of [ITrelated manufacturing (*means most of manufacturers other than IT)], [Information service],[Other information communication], [Finance and insurance], [Medical and welfare], etc. areincreasing.

（％）

150

140

140

130
125
125

125

125

120
115

115

110
105
100

90
2005

2006

2008

For vendor

For private

2010(Year)(Note): Perspective of sales growth ratio as 100 in 2004 (central value of growth ratio ofenterprise replied growth ratio)

Figure 5-7

Perspective of sales growth of consulting
Source: e-Learning business survey (eLC 2005)

58

5.3 Trend and case of e-Learning business5.3.1 Service and engineering trend of e-Learning
Until now, regarding the trend of e-Learning business viewed from vendor,
the result of e-Learning business survey (eLC 2005) has been mainly observed.
While, under that demands of users such as enterprise, university, etc. that are majorclients of e-Learning market are diversified, suppliers of e-Learning are performing various
tackling in service and technology, in order to cope with their demands.
As recent trend, the following points can be mainly listed:[1] Blended learning
Improvement and propagation of recognition level of the e-Learning in Japan has
progressed up to a certain level, and in enterprise and university, assemble education andface to face study are not entirely substituted to the e-Learning but the Blended Learningthat effective education and training are planned by combining the assemble training withthe e-Learning has been settled. In previous questionnaire survey results, it can beunderstood that [Combination with conventional training] has been made much of.
Due to that, it is moving to direction to propose supply method of
e-Learning system and contents that vendors have premised the blended
learning. For example, it is not proposed from e-Learning introduction, andunder that entire education, training and renovation are firstly improved andproposed by cooperating with consulting company, the e-Learning system andcontents are to be proposed for the part that e-Learning feature can be used.
[2] Comprennhensive solution supply
As aforementioned, the e-Learning vendors were classified into system enterpriser,
content enterpriser, service enterpriser and consulting enterpriser depending on the content
of important business. However, it is generalized that enterprise who developed business insingle field founded as e-Learning exclusive enterprise, develops business with several
fields by showing trend converged into system integration under progress of e-Learning
propagation. For instance, it is general that enterprise who specialized in as systementerpriser at the beginning becomes enterprise who develops business with several fields(that is to say, a side business).
While, for example, multifarious IT enterprises who newly participate in the e-Learningbusiness are continuously increasing. The filed that can be covered by own company may
perform comprehensive business development by cooperation with other company.
Thus, fence of classification of conventional e-Learning business has extremely become
59low, and comprehensive service supply viewed from e-Learning user is expected.
While, as aforementioned, the e-Learning is not considered to be educational training
and as can be observed in execution form of the blended learning, it is generalized that it isused by combining with assemble training, etc. as various educational training supply
measure. Due to that, not only know-how for development and operation of e-Learning
system but also ability of service supply regarding entire educational training is expected.
Thus, needs of comprehensive solution supply in system development/operation, andeducational training supply are increasing, and a large scale of contract amount can be
expected by advancement of contents. Due to that, vendors who aim at supply ofcomprehensive solution are increasing.
[3] Cooperation and mutual roll-on of educational institute and vendor
Fence of education institute and e-Leaning vender is becoming low. In the past, vendor
style was mainly to support the education institute by system architecture and operation.
However, especially in higher education field, an example that university, etc. supply
e-Leaning technology and service as business start is also increasing. While, there is an
example that vendor opens school as a link of educational business.
Furthermore, since educational institute and vendor jointly establish university and school
business used the e-Learning, the fence of both parties are becoming extremely low, andrelationship of competition and cooperation is being built.
[4] ASP service
Since initial introduction of e-Learning system comparatively costs, many enterprises
hesitate to introduce the e-Learning. Due to that, in order to lower threshold e-Learning
introduction for client enterprises, the ASP (Application Service Provider) service that thefunction can be used through internet without purchasing full set of e-Learning system isincreasing. Currently, the contents supplied are diversified, and the function is also
advanced.
Conventional major usage method of the ASP was to simply use existing contents,
however style to supply platform that virtual education service is possible on internet is also
increasing. For example, enterprises and various education institutes who have been
performing training business of assemble training style do not newly build system for
e-Learning supply, but new education service is supplied as mentioned above.
[5] Authoring simplification and rapid e-Learning
Under rapid change of business environment, change of educational training
needs sought for is also becoming fast. For example, in the field that necessityof update of educational contents such as IT education, MR education, etc are
high, the needs that wish to speed up content creation and supply rather
spending time and labor for digitalization and distribution of the contents areraising. Since more than certain cost and time for purchasing is required,enterprises who wish to create by own company of the contents that do not
require complex learning process, are increasing.
In order to cope with these needs, development of authoring tool that is easy to use andthat material can be semi-automatically created when pressing step, are progressing.
Furthermore, vendor is tackling with measures that content upload and update can beeasily done by the learning management system.
Furthermore, not only content creation but also simplification of distribution thereafter is60

progressing. The system that can speedy perform the flow from content creation to
distribution, is called as [Rapid e-Learning]. Feature of the Rapid e-Learning does not taketime for content creation and supply, and is able to supply by immediately arranging to
e-Learning material for presentation document and lecture content. There is also systemthat integral usage of e-Learning and communication system is possible so that bothsynchronous and asynchronous types can be easily used. Similar system existed in thepast, however supply of service that convenience and low price were improved, isincreasing.
[6] Job Aid by EPSS usage
EPSS (Electric Performance Support System) means to perform daily work support byelectronic system. For usage method of this EPSS e-Learning, importance was pointed out
in order to raise the effect. However, since many users took the e-Learning as a link of
OFF-JT and alternation, practical tackling was limited. Recently, enterprises consider that
educational training is not [Cost] but [Investment], and consciousness seeking for concrete
effect is raising, and request to e-Learning system that work support system can be used isincreasing. In the aforementioned Rapid e-Learning system, some function that is helpful
for speedy of in-house communication has been provided, and the Job Aid may beproceeded by that. Furthermore, recently, usage of BLOG (blogger) in enterprises is
progressing, and there is an example to use it as one measure of Job Aid.
In order to maintain competitive superiority of enterprises, it can be said that thesetackling aim at realization of knowledge management of mutual supply and cooperative
creation (to create with cooperation) of knowledge in organization but not only information.
[7] Middle and long period learner support system
This is not direct measure of e-Learning supply, however related information of learnersuch as learning history and question status is stored for a long time, and is the tacking topromote continuation of learning volition taking into consideration private intention andcharacteristics. Especially in university, data from entrance to graduation are managed in
the gross, and advice of lecture of educational content and employment that students wish
is performed. Moreover, enterprises are tackling to supply an opportunity with style ofcarrier intention of employees matched.
[8] Mobilization and ubiquitous of e-Learning
Actual example of mobile e-Learning expected from before has not been increased,
however by widening approach of high performance of mobile terminal such as mobile
telephone and blended learning, concept to use mobile tool as supplemental positioningof assemble training is gradually widening. Furthermore, in order to acquire the BtoC
61

market that exploitation was not progressed, tackling to supply of e-Learning service
aimed at convenient use by mobile terminal is also increasing.
Moreover, in recent year, as can be observed in combination of iPod and iTunes that
great stride propagation has been seen, use of rich content at mobile terminal is becoming
possible by using with the mobile terminal and network service infrastructure combined,
and expectation from conventional mobilization to advanced ubiquitous is raising.
In the case it is observed from e-Learning vendor, movement that the e-Learning
contents created up to now can be used by the mobile terminal, is accelerating, andestablishment of business model of [One Source, Multi Use] has been aggressively tackled.
[9] Broadband network and live distribution
Since propagation of the broadband network has been progressing and introduction has
become easy, live distribution of lecture that has taken a serious view of presence, isincreasing. This distributes lecture by 1 Vs many videos and slides (several ten person
scale), and for example, this is used for events such as study distribution, school
explanation meeting, entrance ceremony, etc. There is time limitation, however since it isuseful for unified joint ownership and motivation improvement, it has been highlighted again.
Furthermore, in addition to asynchronous function, system development that effective
learning became possible by combining synchronous and asynchronous functions, hasbeen progressing.

5.3.2 Arrangement and overview of business caseIn order to seek for current feature and new tackling of e-Learning business, activity thattackles with the e-Learning as any business activities (both profit and non profit activities
included) has been taken up as [Business case].
[1] Viewpoint of case consideration (PDS cycle)
In order to concretely grasp e-Learning introduction and usage, each case has beenarranged and described by the following 3 viewpoints by referring to the [PDS
(Plan-Do-See)] cycle.
Background, purpose and startup process, contents being performed and generalizationand future view of e-Learning introduction are arranged in each stage of [1] Backgroundand startup, [2] Execution content and [3]Generalization and view respectively (Table 5 –1).
Actually, each stage may be complicatedly interwined, however 3 stages are to beroughly arranged as follows:

62

Table 5-1

Viewpoint of case consideration (PDS cycle)
Each stage
Example of important item
[1] Background/startup
Background and purpose of introduction, startup, etc.
[2] Execution content
Execution content, operation method, etc.
[3] Generalization/view
Generalization, evaluation, issue, future view, etc.

[2] List and overview of business case
The number of business case picked up this time is 4, and there are various cases suchthat a link of CSR activity like as Shiseido, that is activity as development of communication
education like as TAC and Chuo Shuppan and that is tackled with as entire new businesslike as Toppan Printing. The following table shows major overview (Refer to [Part Ⅲ Case]for each case details).

Table 5-2

Business cast list

Case

Name

No.

Case point①

Shiseiso Corporation

A link of social contribution activity, [wiwiw] supporting return work of childcare
holiday taker and life by internet is supplying.

②

TAC Co., Ltd.

It is supplying qualification examination measure education by various
medias WBT, DVD、SD card, etc.

③

Chuo Publishing Co., Ltd.

Correction instruction has been supplied using network.

④

Toppan Printing Co., Ltd.

English validation learning course has been supplied by mobile phone as new
Business.

Source: Prepared by interview survey, etc.

5.3.3 Trend of e-Learning business viewed from case
Referring to e-Learning business trend and business case as observed, new feature
movement for market expansion of the e-Learning can be arranged as the following 2:[Tape A: Applicable expansion to new field]
As can be understood from the results of e-Learning user survey, major fields that thee-Leaning has been frequently used are IT education and language education. However, as
for contents needed in future, there is strong request to seek for various contents. Recently,
the fields such as medical, mental health and culture such as music and art that thee-Learning is used, are expanding. It can be said that this is not only BtoB market but also
needs of BtoC market.
Shiseido is newly tackling with supply of learning opportunity that workplace return forchildcare holiday is supported by internet under background of social request. This is63positioned as new style of social contribution activity using the e-Learning. Further, Toppan
Printing has been performing mobile learning of learning by mobile telephone as businessthat launches to new field of which differs from their conventional business. This is not only
launch to new field but it can also be said that it pursues novel business model.
[Type B: Improvement of educational quality and efficiency of management]
While the e-Learning has been constantly recognized and propagated in Japanesesociety, for e-Learning usage, interesting is raising in not only personnel education
department but also in enterprise and school who supply educational training service. Up todate, it has been said that e-Learning propagation in BtoC market was suffering fromleveling off, however while Japan is progressing as world leading broadband country,
educational training service that has been supplied by conventional assemble educationand communication education by post mail, is likely shifting to e-Learning system.
This is not only simple material digitalization and distribution but also may perform by
being aware of renovation of existing educational system. TAC has been developing stepby step of [One Source, Multi Use] service that one lecture content is supplied bymultifarious medias taking into consideration learner convenience. Moreover, like as Chuo
Shuppan, there is case to use the e-Learning for correction as measure to raise the value
added of conventional communication education service.
As observed up to now, e-Learning activity is also expanding from conventional profit
activity to non profit activity, and application to new field is increasingly expanding. Further,
this has been aggressively used for improvement of educational quality and management
efficiency.
Such 2 new featured movements can be arranged as follows (Figure 5 -8):64

2 movements aimed at e-Learning market expansion
d
o
h
t
e
m
t
n
e
m
e
g
a
n
a
m
d
n
a
y
t
i
l
a
u
q
l
a
n
o
i
t
a
c
u
d
E

Type B

Efficient management and effect revelation→Market expansion
Educational quality improvement
and management efficiency

Application expansion to
new field

Type A

Concerned field

Figure 5-8

New feature of e-Learning business

2 new feature movements of the above e-Learning business is considered to proceed infuture by receiving push of service and technical progress of the e-Learning. As the result,the more effect revelation becomes clear, it will link to future market expansion.

65

6. System, technology and human resource upbringing
supporting e-Learning
6.1 e-Learning platform and standard specification
In e-Learning propagation, it is important to reduce cost for system operation and to
improve quality of information by standardizing information form to be used by e-Learning
system. Here describes the current status of the platform and the standard specification of
the e-Learning system.

6.1.1 e-Learning platform
Generally, the platform means hardware and software that are basis of computer system,and the content that means the terminology of [Platform] limited to e-Learning field isvarious. Like as HRM (Human Resource Management), there is a case to handle as[Related system] in this chapter, while it means only the LMS (Learning Management
System), and the definition differs depending on users. As one example, there aredescription regarding function and definition of the LMS and LCMS ((Learning Content
Management System) on homepage of a American leading e-Learning consultant
Brandon-Hall.
Here, the system included some compound function regarding several stages in
e-Learning cycles (Skill analysis, material development, learning (operation management)
and evaluation) shall be called as platform.
Concretely, LCMS, LMS and cooperative learning, etc. shall be considered as typicalcases, and each function is to be explained. If function of each platform is to correspond to
e-Learning cycle, it will be generally as shown in Figure 4 – 1.

66

Figure ６ – 1

Platform required for execution of e-Learning (typical case)

6.1.2 Standard specification[1] Overview
In the e-Learning propagation, it is important to low system operation cost and to improveinformation quality by standardizing information format to be used for system. For example,
the content is one of information to be used for the e-Learning. If this content format differsfrom every each vendor, data conversion cost generates when the content is transferred toother vendor system. If the format has bee standardized, such extra cost does not generate,
and the content vendor can concentrate to improvement of content quality. If the format of
attribute information/score and content of learners has been also standardized, informationexchange between dispersed e-Learning systems and between e-Learning and otherapplication system, become easy.
The SCORM (Sharable Content Object Reference Model) 2004 that is latest standard
specification of the e-Learning content has been developed by ADL in USA as succeeding
specification of SCORM1.2. A largest feature of SCORM2004 is point that method todescribe dynamic behavior of content corresponding to level and understanding status oflearners has been specified. As this description method, the Simple Sequencing
specification developed by IMS has been employed. By this, standard methods for that
content creator describes content motions such as [If exercise question was not passed,
review is suggested] and [Explanation and question are repeated until learning target is67

obtained], have been supplied, and motion intended by content creator can be reappearedby different LMS. Furthermore, it is feature that content can supply GUI for that learners
enter commands such as [Go to next] , [Return], etc. but not LMS, and that freedom of GUI
design of content creator have been improved. SCORM2004 was launched in January
2004, and addition and revision were made in July 2004 and November 2004.
6.1.3 Standardization measure status in Japan and each AEN country
In eLC, in order to propagate and promote the e-Learning of domestic and each AEN
country, questionnaire survey was performed on eLC member (100 companies) and non
e-Learning related business enterprises of non eLC members (50 companies). Further, thesurvey was also performed on e-learning responsible business persons and development
managers, and eLC members (30 responsible business persons/33 development
managers) and non eLC members (10 responsible business persons/7developement
managers replied 63 persons in total and 17 persons in total respectively.
When specification that employed by 23 companies who are performing development,
SCORM1.2, SOCRM2004 and non standard specification are 11 companies (48%) highest,
5 companies (22%) and 5 companies (22%) respectively, and 70% is performing
development by taking into consideration the standard specification. (Since SCORM1.2
correspondence was approximately 52%, standardization correspondence is largely
increasing) Furthermore, The same survey was performed on members other than eLC, but
the number of reply was only 10 which is reference data, and standard specification
compliance and non standard specification compliance are 3 companies and 4 companies
respectively, it became the result that eLC members to promote standardization were morethan others.
In content development to operate by different several LMS, the number of companies
who considered to operate by different several LMS by employing the standard
specification such as SCORM in advance was 14 (100%), and movement to maintaininteroperability along with the standard specification was observed.
For tackling with SCORM2004 that is latest specification, the concerned case is 22% (3%in last year) and scheduling case within 1 or 2 years is 48%, resulting in 70% in total, andemployment of SCORM2004 is being genuine.
Table 6 – 1

Engineering trend of standardization, etc. in Japan

Question content

Replied item

Major standard specification for SCORM
development
Non standard specification
Already corresponded
Correspondence to SCORM
Will correspond with 1 or 2 years1
2004
Not scheduled
Not replied
Standard spec. such as SCORM wasContent development that
employed for operation by both LMS
operates by different LMS
Special LMS corresponded spec. wasremade for operation by other
Content that development isscheduled this year

Non distribution purpose
Distribution purpose
SCORM correspondence among
distribution purposes

68

This
year
70%
22％
22%
48％
22％
8％

Last
year
52％
33％
3％
48％
36％
5％

100％

41％

0％

41％

73％
27％

59％
41％

41％

50％

6.1.4 Interoperability problem in Japan and each AEN country, grasping of SCORM
of introduction status, etc.
For the interoperability problem being occurred at e-Learning site, questionnaire survey
was performed on eLC member enterprise (approximately 100 companies) (number ofeffective reply: 58 companies). In previous survey (January 2004), types of failure were 33
to 58 failures. In this survey (December 2004), new type of failure was 1 to 34 failures, andothers were known type of failure. This means that all sorting of failure may be almost
completed. If so, reoccurrence of failure can be prevented by surely performing prevention
measure planned by eLC. For overseas, questionnaire was replied from 5 countries , 8
companies among

members of AEN-WG1, WG2 and ALIVE. 6 failures were reported,

however new type of failure was zero (0). For failure cause, SCORM specification
infringement was more than 70% highest, and it is considered to be originated in [SCORM
specification is difficult to understand] and [Vague impression]. As eLC prevention measure,
it is coped with preparation of SCORM supplemental manual, public relations, upbringing of
SCORM assessor qualifier, etc.
For correspondence status to SCORM specification of product, about half of vendors
employs SCORM1.2 in Japan, and about 20% does not comply with the standard
specification. While, 75% and remaining 25% are complying with SCORM1.2 andSCORM2004 overseas respectively. For correspondence status to SCORM2004 that is
latest specification, domestic corresponded case is 3% andscheduled case is 48%,

resulting in about half, while overseas corresponded case is about 40% and scheduledcase within 1 or 2 years is remaining 40%. Overseas questionnaire reply was less numberof reply than domestic one, and it was resulted in progressing than domestic one for
e-Learning advanced enterprise in each country.

6.2 e-Learning related systeme-Learning related system does not always exist as information system, however it
imagines a group of specification and technology that affects to development of content andplatform that are e-Learning system of narrow sense, support system, related system, etc.
Concretely, mechanisms of standard specification, element technology, human resource
upbringing, etc. are assumed.

6.2.1 e-Learning related application
The e-Learning does not independently use as system for learning training, and in thecase viewed from the e-Learning, further effect may be able to exhibit by linking data withother system (hereafter related system) located surrounding or by functioning as one
bundle of system.
If cooperation status with e-learning related domain in user enterprise is observed,
69

[Cooperation is not considered for a time being] is 39%, following [Cooperation is understudy] 28% and [Not interested, not scheduled] 13% (Figure 6 – 9). Cooperation thee-Learning with other system in house has been partially performed by personnel system,
etc., but it has not totally progressed and is severe perspective in future. However, in orderto make the e-Learning introduction penetrated, it is mandatory to integrate with other IT
system and to raise effectiveness, and gap with recognition of such enterprises is large
issue.

（n=100）

0

10

20

30

50

(%)

39.0

Cooperation is not considered for a while

28.0

Cooperation is under study
13.0

Not interested, not scheduled
It is cooperated with personnel system

6.0

It is cooperated with knowledge
management

5.0

Figure 6– 2

40

It is cooperated with ERP

3.0

Others2.0

e-Learning related domain and cooperation status in user enterprise
Source: e-Learning user survey and enterprise (eLC 2005)

Invention used these is expected by development of the element technologies such as
internet connection by groupware and mobile terminal.
With the e-Learning connected, there are HRM system (Human Resource Management),
KM system (Knowledge Management), etc. as existing system that revelation of further
effect can be expected.
If observed from the e-Learning system, these are systems that locate surrounding thee-Learning through LMS, etc. However, from the viewpoint that various functions exhibit bycooperating with the e-Learning, it shall be called as [Related system] of the e-Learning.
The e-Learning system (narrow sense) is expected to become mechanism that raises
effect as a whole, by planning data joint ownership between these related systems andsystem joint ownership and unification.

The system arranged and accumulated concept that called as [Skill standard] has notbeen always maintained as information system, however since this specifies the e-learning70

(for example, skill standard is referred by skill evaluation stage), it shall be included in thisconcept.

6.2.2 Element technology
Future trend of the element technology that largely affects to next generation e-Learning
was summarized.
Regarding future hopeful technology, simulation and groupware, virtual reality and mobile
phone related technology are considered to be hopeful as each element technology thatraises the interactivity of the e-Learning, as technology that raises impression force of thee-Learning and as technology that raises freedom of the e-Learning (Learning during
movement is to be possible) respectively.
Furthermore, for the e-learning support system, actual status survey result regardingneeds to the support system was stated as well as [Copyright management system] that is
typical support system was also stated. Although contents and platforms are not thee-Learning itself, it is located surrounding the e-Learning system (narrow sense), and there
are systems to supply various functions of easier usage than the e-Learning (merit forusers) and for much easier management (merit for management and manager).
The system equipped with such functions, was to be called as the support system.
Product of the support system has not been progressed like as platform and various tools,
however it is the field that progress of future systemization is expected.

6.3 Human resource upbringing
As for various elements supporting the e-Learning, not only system and technology but
also mechanisms of human resource upbringing that operates and manages content
development, its support system and related system are important. Here summarizes
actual status and trend of job type, mechanism, etc. that are expected as human resource
image supporting the e-Learning.

6.3.1 Human resource current status and human resource image to be expected[1] Human resource current status
In the e-Learning related human resource, several job types coping with each stage ofe-Learning cycle of skill analysis, material development, learning (operation management)
and evaluation, exist (Table 4 – 20). Moreover, if general condition of various job types isobserved, it can be found that number of sales personnel has been increased. Further,regarding sufficiency status by current job types, it can be found that insufficient feeling of
consultant, system builder, sales personnel, producer, etc. is strong.
If human resource field that wish enforce job types of e-Learning in future is observed,
enforcement intention to human resources of producer, consultant, system builder, etc. is71becoming strong (Figure 6 – 17). The e-Learning introduction coped with user needs is
considered to accelerate in future by sufficient enforcement of such human resources.
（n=36）

25.0

Salesperson in charge

16.7

Product planner

22.2

IDer (education system)

16.7

IDer (individual course)

30.6

Consultant

2.8

Assessor

8.3

Maintenance charge
Tutor

2.8
8.3

Mentor
Instructor/trainer

8.3

Operation manager

16.7

Graphic designer, etc.

5.6

Editor/author

5.6
8.3

Art director

38.9

Producer

27.8

System builder

11.1

Authoring tool developer

25.0

Platform developer

0

Figure 6 – 3

5

10

15

20

25

30

35

40

(%)
45

Job type that enforces employment in future

6.3.2 Mechanism for upbringing human resource to be expected
In order to efficiently lead introduction process of the e-Learning and make the effectperfect, it is sad that upbringing of e-Learning professionalist who starts instructional
designer, is immediately required. However, in Japan, since mechanism to make upbringing
such professionalist has not been established, examples of e-Learning introduction of highquality that contributes to business is still small. Taking into consideration such status,
e-Learning Consortium Japan has established the e-Learning Professional (eLP) Training
Committee, and execution of training course (eLP training course) of [Professional
knowledge that enterpriser relating to the e-Learning should have, is systematically andcontinuously supplied and immediate helpful skill at work site is developed].
The eLP training course has been developed based upon unique eLP job type definition
that referred the concept of British CeLP (Certified e-Learning Professional), competency
map and training course syllabus. In the CeLP, upon [Online learning is the learner-centric.
Therefore, when training is performed by online, when support is received by online andwhen online learning material is developed, new skills are required for professionalist],following elements are required as new skills of professionalist who involves in thee-Learning.
z

Skill that understands possibility of technologyzSkill that optimum media for trainee can select
72

the

z

Skill of e-Learner-friendly instructional designz

Skill that specification of own work contents is determined and createdz

Skill that supplies support to remote area trainee and maintains motivationz

Skill that efficiently manages e-Learning operation

The e-Learning professionalist of the CeLP who has above new skills, has five job types
such as tutor, trainer, developer, manager and consultant. The following 6 items are
required as basic knowledge:z

Analysis of trainee needsz

e-Learning overview

zInternet overviewzAdult learning overview

ze-learning project theory eze-Learning team management

Further, [e-Communication] abilities to realize [Real communication in virtual classroom]
are required for tutor and trainer.
By referring to the CeLP, the eLP has listed 3 job types of [Manager], [Expert] and [Tutor]
at user side and 4 job types of [Consultant], [Learning designer], [Content creator] andSCORM engineer] as professional job of the e-Learning in Japan, 7 job types in total. The
definitions of each work are as follows:zManager : Responsible person of e-Learning introduction in user enterprisez

Expert:Person in charge of e-Learning introduction in user enterprisez

Tutor:

Supporters (tutor and mentor) of e-Learning learner in user enterprisez

Consultant: Supporter of planner (manager) of e-Learning introductionz

Learning designer: Supporter of person in charge (expert) of e-Learning
introductionzContent creator: Content developer received instruction of learning designerz

SCORM engineer: Leader of SCORM content development

In the eLP training committee, the year of 2005 was named as pilot course trial period,
questionnaire survey was performed at the e-Learning Conference 2005 Summer (held at
Tokyo Big Site Conference building in July 20 – 22 2005), and 8 course such as[Instructional design guide], [Learning mental guide], [Mentoring technique] and [e-Learning
strategic planning technique], etc. that were most desired holding from 35 training coursesthat were subject to these 7 job types, were selected and performed. The [eLP course
completion certificate] was issued every each training course.
Based on the 2005 results that grasped sound needs of user enterprise and vendor
enterprise, the eLP Training Committee has started preparation for [System creation thatcan continuously supply training course of high quality] and [Future qualification validation]73

since 2006.

6.4 Direction for heading of e-Learning
With progress of maintenance of system, technical progress and human resource
upbringing of the e-Learning, necessity to review new direction of e-Learning usage method
has been arisen.

6.4.1 Two Concepts for e-Learning usage
In basic concept of e-Learning usage, there are 2 concepts such as [Method that thee-learning is used for aiming at cost down of education, many program supply, earlycompletion of education, etc. as alternative method of conventional education method] and[New usage method that can be performed only by the e-Learning is exploited].
Now a days, many enterprises are in position of usage level of the e-Learning as
alternative method of conventional education technique. If the e-Learning as past
alternative method is considered, it is well known to be seen as if e-Learning weak point is
actualized. For example, there are weak points that learning strain can not be maintained ,or since learner thinks learning can be done anytime, he or she does not start learning.
Many e-Learning related personnel have executed various correspondences to cover theseweak points as improvement activity to reduce them.
As the first step of e-Learning development, it is unavoidable way to conquer e-Learning
weak point and to raise e-Learning penetration as alternative method of such conventional
education technique. The efforts that steady usage method is accumulated by such usage
manner as know-how and that achievement is made at educational site, are extremely
important experience as first step process of e-Learning usage, and it is mandatory process
for using the e-Learning.
However, it can not be said that the efforts to seek for only volume expansion of suchusage method without exceeding zone of aforementioned e-Learning usage method
sufficiently brings out the possibility of the e-Leaning.

6.4.2 New target for e-Learning usage
Behavior to notice that only e-Leaning can be achieved, from step to use the e-Learning
as alternative technique of conventional education, is target that has a large possibility that
e-Learning related personnel can be challenged by next step. The target is to contribute tocompetitive power enforcement of enterprise and educational institute by the e-Learning. If
an advanced usage method in USA is bench-marked, many cases that has exploited newusage method that can be achieved only by e-Learning, can be observed. The targets of[New usage method that can be done only by e-Learning] are [Productivity improvement in74

office] and [Satisfaction of client and employee is to increase]. This target is also to exploit
an opportunity that raises application level of education in enterprise in the present
information society that importance of knowledge asset of a coined word of [Knowledgeism]is increasing. The system that puts up this target is not only conventional feeling learning
function but also promotes information joint ownership of tacit sense that does not depend
on form sense, information directly contributing to works of Job Aid, etc. can be obtained,
communicational functionality is raised and new function required for work execution ability
improvement in information society is included.
In the higher education, from usage method stage that played strategic role as thee-learning supporting the past teaching method, development of new teaching method ofsocial structure that many systems and technologies that the e-learning has, strategic
e-Learning introduction that new student class by management of high quality educational
program with joint ownership of educational contents, etc. can be expected.
It will take time that worker’s productivity is raised and that actual society along with thedoctrine of [Learning organization] that is organizational environment promoting private
growth, is changed, or there are many cases to react to society as small power by partial
professional group. Even the target is same, sales of ubiquitous equipment, remarkableprogress of internet technology of Web2.0 and new technologies such as propagation of
powerful search engine and broadband are pushing social changes by involving many
people with enthusiasm. The point of argument that the change is lead to proper behavior
is [Learning organization] studied from large viewpoint. Up to date, the e-Learning has been
likely observed as educational tool, however it is necessary to make an effort so as toproperly grow as function that the e-Learning contributes to society.
Such new e-Learning target is domain neighboring knowledge management that IT
industries are also being studied, and it will be new competition in good meaning of whichgroup can be built by; organization, organization for working private and learning student,
or system.

75

7. Policy and law related to e-Learning
7.1 e-Learning in IT new renovation strategy[e-Japan strategy] aimed at IT foundation maintenance (January 2001) and [IT new
renovation strategy] succeeded [e-Japan strategy Ⅱ] (July 2003) made much of utilization
were planned in January 2006. This strategy has been pursuing structure renovation, andimportant policy has been worked out from viewpoint of serious consideration of user, living
person and enforcement of international competitive force. The e-Learning has been mademuch of in order to realize [Fruitful life through lifetime] (Table 7 – 1).

Table 7 – 1

Important policy in IT new renovation strategy
TargetImportant policy
Pursuant of IT structural renovation power
Medical structural renovation by IT
100% online of recept
Environmentally considered society
Efficient use of energy and resource by IT
used IT
Safe and peaceful society that is proud Damage reduction by disaster information supply byground digitalof world
World safest road traffic society
Traffic accident prevention using ITS
World convenient efficient electronic
Online application ratio 50% achieved
administration
Competitive force enforcement of
Enforcement of cooperation between divisions andenterprise by management
between enterprises by IT
establishment
Fruitful life through lifetime
Usage of tele-work and e-Learning
IT foundation maintenanceIT development promotion that everybody peacefully
IT society universally designed
uses and receives benefit
Infrastructure maintenance without
Ubiquitous that can be used anytime and anywhere
digital divide
World top peaceful IT society
Eradication of cyber crime of injustice access, etc.
Human foundation establishment
1 PC per 1 teacher and moral education promotion
viewed next generation
High IT human resource upbringing for Installation, etc of high IT human resource upbringing
worldwide
institute
Promotion of R & D for foundation ofPlanning of middle and long technological strategy
next generation IT society
Transmission to world
Japan’s presence improvement inInformation hub that bears world top winginternational competitive societyInternational contribution by supply ofContribution to Asian countries by IT
issue solution model
Source: From [IT new renovation strategy] overview

Current IT strategy has shifted policy pivoting foot from hardware maintenance tosubstantiality of software for building fruitful and safe society, and e-Learning usage has
been also using in the context.
If e-Learning development by policy field up to date is shown, it will be as shown in
Figure7 – 1.
76

Figure 7 – 1

Development of e-Learning related policy by field

7.2

Trend of e-Learning related policy by field

7.2.1

Education of social member and employee

In this field, training for ① IT related human resource upbringing, ② Management
support business and ③ Job hunter and worker have been performing by the Ministry of
Economy, Trade and Industry, the Ministry of Education, Culture, Sports, Science andTechnology, and the Ministry of Health, Labor and Welfare, etc.
Since the purpose of [① IT related human resource upbringing business] is especially toplan competitive power enforcement of IT industry, propagation of index (IT skill standard)clarified and systemized practical level of IT service, execution of information processing
engineer examination, upbringing of security engineer, etc., are major policies. On thecontrary, in [② Management support business], tackling of human resource upbringing thatcan support architecture and introduction in order to realize management target andpropagation of knowledge of finance and taxation required for enterpriser, have beendeveloping. [Life finance easy e-Learning] by the Committee of Financial Public Relations]and Web-tax TV by the National Tax Administration Agency, correspond to.
In [③ Job hunter and employee training], new development is observed by [Kusanone(Grass root) e-Learning] started by several government authorities. In 2005, in order tosupply opportunity that can comfortably learn knowledge and business skill that are helpful77

for employment and job, youth, freeters (freelancers), employees of small and medium
enterprise, etc. have developed the learning contents of business skill and communication
skill that directly connect to improvement of working ability, as well as the model businessthat builds and demonstrates service supporting user learning, was performed. The service
supply period is 5 months, and 8 courses for about 4,000 trainees, 80 hours learning
program and trainee support service by about 100 learning advisors had been supplied,
and the completed persons are about 2,400 (completion ratio: 60.0%) (Table 7 – 2).
Table 7 – 2

Overview of Kusanone (Grass root) e-Learning model business

Consortium name(Typical body name)1

SSN maintenance businessbody (SST Co., Ltd.)

Kusanone (grass root)
e-Learning consortium(Proceed Co., Ltd.)

2

3

4

5

Kusanone (grass root) of
Chamber of Commerce,
e-Learning business committee(Chamber of Commerce Of
Japan)

Regional software center
committee, e-Learning
research association(Furukawa Software Center
Co., ltd.)

TEPCO e-consortium(Carrier rise Co., Ltd.

Learning program

Ⅲ

Business skill learning course forsales person

Sales and service skill

By having basic knowledge regarding learning target and service, practical know-how for sellingcompany product and service can be learned and used.
・Knowledge regarding company product can be obtained.
・Sales person criteria that has good feeling required for service is understood.
・ Basic measure for claim is understood, and it understands that claim measure becomes
opportunity point.

HRD skill

To learn basic knowledge regarding in-house education (HRD) minimally required for planning andoperating learning target and company educational system.
・Basic concept required for company educational system planning is understood.
・Basic concept required for educational training work is understood.

Business person basis

1) To learn communication basis in knowledge, skill and business that youth to be employed isrequired by enterprise society.
2) To arrange and check business knowledge and skill that person being employed learned work
(OJT) in past.

Sales position basis

1) Person who has basic knowledge and skill as business person, learns basic knowledge and skill
required for sales position.
2) Person who engages in sales position learns practical know-how and usage for selling company
product and service.

Operation position knowledge

1) Person who has basic knowledge and skill as business person learns basic knowledge and skill
required as operation position.
2) Person who engages in operation position learns practical know-how and usage for sellingcompany product and service.

Strategic training planning
Human resource upbringing
curriculum

・To understand consciousness of enterprise management strategy.
・To understand basis of instructional design.
・To understand target management linked to daily management for educational need resource.
・To learn coaching useful for daily management.
・To understand basic knowledge of educational evaluation technique.

Working basis and business
communication

Learning target: To learn basis that can take play in industrial fields by brushing up mind as
business professional and skill for performance raise.
Chapter 1: Own existence value of [Why do we work?] and [What does it mean get job?] isobtained, and role that aggressively contribute to team is cleared.
Chapter 2: In order to smoothly communicate at various scenes of business, social member basis(model) is trained.
Chapter 3: To learn job methods (report, cooperation, consulting, time management, morals, etc.)that builds reliability.

Ⅱ
Ⅳ

Ⅰ
Ⅱ
Ⅲ

Ⅳ

Ⅰ

Overview (learning target, etc.)
Learning target: To learn sales keys of basic knowledge regarding sales activities such as sales
activity overview, preparation before sales activity, marketing technique, business talk proceeding
method for fresh sales persons of sales activity and sales of company product and service.
・To learn smooth communication skill through efficient talking and listening methods.
・To learn skill that can use knowledge for company product by actual sales activity.
・To learn skill that can appeal company product compared with competitive products.

Besides this, in [My job hall] site of the Employment and Ability Development Institute, 2
types of e-Learning courses such as [Foundation of employment activity] concerned to
students/job hunters and [Foundation of carrier consulting for youth] concerned to person
in charge of employment in university, junior college and college have been provided.
7.2.2

Public worker training

Regarding the public worker training, the e-Learning is introducing during review oftraining, motivation work and system.
The board of governors of chief information officer (CIO) of each government authority
determined [Review of training, motivation, work and system] of public worker in June 3,
2005, and for the e-Learning, since busy staffs whose training and motivation opportunities
are limited, are possible to take lecture without limiting place and time, it is extolled topromote usage. The National Personnel Authority has planned the guideline for performing
the e-Learning training, and is to perform environmental maintenance.
In local public worker training, for example, according to 2006 training schedule of78

autonomy university, regarding [Local autonomy system] and [Local public worker system]
concerned to the local public workers who can not participate in lodging training, thee-Learning used internet, etc. is scheduled to introduce. In the [Japan Academy ofMunicipal Personnel], the e-Learning has started to introduce for pre-learning of [Guide
and application of law practice] subject from January 2006.
7.2.3

Higher education

In [Modern educational needs support program] for supporting superior university
education, [Development of e-Learning Program aimed at human resource upbringing
based on needs], has been listed as one of themes. There are educational programs that
perform development of language educational program, remote practice in the field of careand development of IT material, and 14 programs including joint application in college havebeen selected in 2005.
In the National Institute of Multimedia Education (NIME), demonstration business andpropagation promotion business of various e-Learning in higher educational institutes havebeen performed, and [Space Collaboration System (SCS ) usage seminar] was held in May
2005. This has been continuously planned in 2004 to promote usage of the SCS as well as
to support self motivation of university teacher and staff. Further, [Practical cases andvarious issues in international development of higher education] of the second international
remote education forum was held in January 2006, and practical cases and various
problems of international remote education exchange in Japan based on IT usage survey inthe international remote education promotion were explained, and education andcommunication method in the higher educational institute were reviewed.
7.2.4

Elementary and secondary education

As for the e-Learning related policy in elementary and secondary education, this isroughly classified into policy of facility maintenance, policy for teachers as human resource
upbringing and policy for students.
As for the facility maintenance, in addition to maintenance for past computer schools,
substantiality of elementary school computer room and maintenance of computer in normalroom, special room, etc. have been progressed. Moreover, for the internet connection,
switching to high speed line has been progressed.
In policy for teachers, development and supply of e-Learning training system have been
performed, and teachers can learn IT skills required for subject instruction at free time. The
computer usage ability of teachers by these training, etc. has been yearly raised.
While, as for policy for students, [IT human resource upbringing project] has been
performed from 2004.
7.2.5

Lifetime learning

In the field of lifetime learning, [L net] has been working since July 1999 as theeducational information satellite network of the Ministry of Education, Culture, Sports,
Science and Technology, and the information regarding education, culture, sports andscientific technology is directly transmitting nationwide using the satellite communication.
As for receiving stations, 2000 stations for nationwide social educational facilities, schools,
etc. have been maintained.
79

In the local autonomy, there is an example of Toyama Internet Civil School that new
education used internet and social activity system [Internet civil school] were in earnest andfirstly operated nationwide. The Toyama Internet Civil School is a model of the e-Learningbusiness in nationwide each area such as [Setagaya e-collage], (Setagaya-ku Tokyo),[Ohgata school] (Ohgata-shi Kochi), [Wakayama internet civil school], [Tokushima internet
civil school], [Tokyo e-university], [Toyama e-university], [e-civil school] (Kanagawa), etc.

7.2.6

Copyright related policy

Due to the IT age, past copyright has been also revising corresponding to the IT age. In
relation to the e-Learning, [Taking into consideration with change of copy distribution,requirement of technical protection method is reviewed] related to the copyright article 35
was performed, and was announced as copyright sectional committee report of the Agency
for Cultural Affairs.
In this report, especially reports of [Transmission of On-demand material] and [Copy isstored in server] were made, and an opinion that it is suitable to review after concrete
proposal from educational administration and school education related personnel, was
made.

7.2.7

Private information protection related policy

The related 5 laws of private information protection law was enforced from April 1, 2005.
Since possibility including private information in the information handled by the e-Learning
is high, even in the civil organization, in order to give policy whether privacy is suitably
protected against users of service on Web site and internet, the validation system has been
established. There are [Privacy mark system] of the Japan Information Processing
Development Corporation ], [Private information protection mark] of the Nippon Information
Communication Associations, etc., and the number of validation acquisition is rapidly
increasing.

80[Reference] How to understand e-Learning market scale inenterprise education<e-Learning market scale assumption in enterprise education>
Various assumed values for e-Learning market scale have been published. In thewhite paper, by utilizing the results of [User survey and enterprise of e-Learning (2005,eLC)] regarding the market of enterprise that is most active in e-Learning introduction,
the e-Learning market scale assumption was performed.
The e-Learning market scale in the enterprise education up to the year of 2010 has
been assumed in accordance with same basic assumption method as the past white
paper.
According to the assumed results, the e-Learning market scale in enterprise that was¥29.323 billion in 2005, is expected to become ¥143.414 billion in 2011. (Refer to[Appendix C] for the details)
Table i Assumed results of e-Learning market scale in enterprise
2005
8,979
2,305
4,142
13,897
29,323>100 - <1000 persons>1000 - <2000 persons>2000 - <5000 persons>5000 persons
Total

2005
17,711
4,660
7,810
25,10755,2882007
23,175
6,231
9,792
30,24469,442

2008
29,363
8,042
11,91835,44684,7892009
36,703
10,20814,35041,258102,5192010
44,792
12,611
16,92047,123
121,445(Million \160,000
143,414140,000
121,445
120,000
102,519
100,000
84,78980,00069,44255,28860,00040,00029,32320,000
0
2005

2006

2007

>100- <1,000 persons

2008>1,000-<2,000 persons

2009>2,000-<5,000 persons

2010

2011

>5,000 persons

Figure ii Assumed results of e-Learning market scale in enterprise[References]81（Year）

2011
54,316
15,434
19,88353,780143,414

e-Learning Consortium Japan edition (2004) [e-Learning Introduction Guide] PublishingBureau of Tokyo Denki University
Atsutoshi Ohshima (2001) [Explanatory diagram: Understandable e-Learning] DiamondCo.
e-Learning Consortium Japan (eLC): http://www.elc.or.jp/82