（ＡＥＮ Project ２００５）

Surveillance of e-Learningmarket trend, Technical trend,etc

March.2006
e-Learning Consortium Japan1． Surveillance of e-Learning market trend, Technical trend, etc.
1.1

Objective

The objective of surveillance is to summarize as a report of the overseas market trend
and technical trend of e-Learning in mainly Japan and Asian countries (AEN
participating countries), and is to contribute to the further development and settlement of
e-learning for enterprises and higher education in our country.
1.2 Overview
Questionnaire survey was conducted on present situation and of future effort e-learningon; 1) enterprises and organizations (vendors) that promote e-learning business, 2)
personnel in charge of personnel affairs or training of enterprises and organizations, and 3)
enterprise employees. The results of the questionnaire survey were analyzed to compile areport on present situation and future trends of e-learning business.
The case study interviews were also conducted for enterprises, organizations and higher
education institutions that practically operate e-learning, in order to summarize the effective
utilization status and the key to success of e-learning.
However, the items being surveyed were taken over as much as possible. The efforts forsurveillance in this year were concentrated on enterprises and higher education institutions
who occupy most of e-learning business markets continued from the last year.
.
1.3

Survey content

1.3.1 Questionnaire (mailing or web questionnaire)

1) e-Learning user surveillance: For personnel in charge of personnel affairs or trainingof enterprises and organizations.
The surveillance was conducted by mailing the questionnaire to 2,250 enterprises
regarding 33 items related to the introduction purpose, important item in introduction,
introduction cost, introduction effectiveness and problem in introduction.
2) e-Learning user surveillance: For Personnel (employees) who take training atenterprise
The surveillance was conducted by web questionnaire to 1,000 monitors regarding 45
items related to the image of e-learning, presence or not of introduction, merit or
demerit of introduction, change after introduction, introduction field (content), costburden, learning effectiveness, degree of satisfaction, hour/location of learning andothers.
3) e-Learning business surveillance: For vendors who work on various e-learningrelated businesses.
The surveillance was conducted by detailed web questionnaire to 140 enterprises
regarding 85 items related to the e-learning business area, system overview,
development scale, concerned users, sales results and potential, sales point andothers.
1.3.2 Case study interview

With cooperation from after-mentioned members of editorial board and eLC
member enterprises, the detailed interview for 1-1/2 – 2 hours/1 case was conducted
on 35 cases shown in Table 1-1 (27 cases in last year). Special efforts were made topick up more various businesses for enterprise case study.

1-2

Table 1-1 Case study interview concernedInterview concerned

1.4◆ Enterprise case study [19 cases in total]
Hitachi Institute of Management Development, Fuji Zerox,
Family Mart, Kitamura, Kansai Electric Power, Sumitomo
Cement Development, Mitsui & Co. Kirin Beer, S & B Foods,
NTT East Japan, Panatec, Epson Intelligence, AIG, JTB,
Ricoh, Chugai Pharmaceutical, Konica & Minolta, Denso,
FANCL◆ University case study [11 cases in total]
Aoyama Gakuin University Professional School, Nagaoka
University of Technology, Kanazawa Institute of Technology,
Sonoda Women’s University, Osaka University of Foreign
Studies, Osaka University of Arts, Ritsumeikan Asia Pacific
University, Nagoya University of Commerce & Business,
Kanagawa University Graduate Division, Meiji University
Graduate Law School, Waseda University◆ Business case study [5 cases in total]
Shiseido, Chuo Publishing, TAC, Toppan Printing, NTT
Learning Systems

Seruveillance procedure

1.4.1 Questionnaire

The questionnaire procedure is as following:1) e-Learning user surveillance - Personnel in charge of personnel affairs or training
in enterprises and organizations ・Survey period: November - December 2005
・ Survey concerned: Conducted on mainly listed enterprises in Tokyo Stock
Exchange・Distributed number: 2,250 enterprises
・Collected number: 215 enterprises (collection ratio 9.5％)*Of which 100 enterprises have introduced e-learning, 110 enterprises have notintroduced and 3 non responders.
・Survey procedure: Mailing2) e-learning user surveillance – Individual ・Survey period: January – February 2006
・Survey concerned: Micromill Co., Ltd.
1036 registered monitors
・Collected number: 1,036 persons*Of which 830 individuals have experienced e-learning in their enterprises, 206
individuals have not experienced.
・Survey procedure: web questionnaire3) e-Learning business surveillance – Vendor ・Survey period：December 2004
・Survey concerned: Selected by eLC (approx. 140 enterprises)(e-Learning WORLD 2005 exhibitors, Vendor enterprises of member of specified
nonprofit corporation e-Learning Consortium Japan)
・Collected number: 36 enterprises

1-3

・Survey procedure: Web questionnaire
1.4.2 Case study interview
The case study interview was selected taking into consideration the following points:･Selection method was based on the perspective such as a recommendation from themember of editorial board, diffusion of business fields, novelty and cases with quality
value.
･Interview was also conducted on each case study of “Effectiveness of e-learning
utilization”. A few organizations have exercised Level 1 of Kirkpatrick, while someenterprises have exercised interesting activities.
･For the provision of information on utilization case in university, the university was
selected through assistance from the members of editorial board, Dr. Sono and Dr.
Taguchi of National Institute of Multimedia Education (NIME).
1.5

Implementation system

The surveillance was conducted with the following system:
1) Editorial board
The editorial board that consists of 12 members, chaired by Mr. Yasutaka Shimizu,
a director of the National Institute of Multimedia Education determined future directionof report. Furthermore, recommendation of case candidate, review of questionnaire
item and proofreading of report manuscript were requested to each member.
2) Survey implementation
With cooperation of the secretariat (Mr. Takahashi of eLC), the surveillance wasorganized by the company in charge (UFJ Institute Ltd.), headed by Mr. Atsutoshi
Oshima, a senior researcher as a project leader.
* Due to enterprise merge, the name of “UFJ Institute” changed to “Mitsubishi UFJ
Research & Consulting”.

1.6

Surveillance results (overview)

1.6.1 e-Learning user surveillance - person in charge of personnel affairs or training
in enterprises and organizations -1) e-Learning introduction ratios in enterprises
2) According to this report, the e-learning introduction ratios in enterprise are asshown in the Figure 1-1; 47.6% (35.6% in last year)” have introduced”, 15.7 % (12%in last year) is “under study” and 36.7% (48.7% in last year) ”have not introduced”.
From this result, it can be observed that the e-Learning introduction by enterprise issteadily progressing. Where employee size is observed, there is the correlation thatlarger the size of enterprise becomes, the higher the introduction ratio becomes high.
The introduction ratio more than 5,000 employees is 86.1% while the introduction
ratio of 1,000 – 1,999 employees is 32.8% which is low.

1-4

導入済
Introduced:
47.6%
47 .6%

未導入
Not introduced: 36.7%
36.7%

検討中
Under study: 15.7%
15 .7%

Figure 1-1

e-Leaning introduction ratio of enterprise（n=213）（non- 3 replies
excluded）(SA)

For the e-Leaning introduction status by type of business, “Information andcommunication business of information service” is 76.5% high, “Service
business” is 46.3%, “Manufacturer” is 45.2%, “Construction business” is 43.8%
and “Wholesale and retail businesses” are 42.9%. Especially, large increase of
introduction ratio in “Construction business” (23.5% in last year) is highlighted.

0%

20%

40%

More than 5,000 employees (n=36)

52.8

1,000 – 1999 employees (n=64)

32.8

300 – 999 employees (n=44)

29.5

33.3

Introduced

Figure 1-2

80%

86.1

2,000 – 4,999 employees (n=53)

Less than 300 employees (n=12)

60%

5.6

15.1

21.9

20.5

0.0

28.3

Not introduced

8.3 0.0

3.8

45.3

0.0

50.0

0.0

58.3

Under study

100%

8.3

No reply

e-Learning introduction ratio detail by employee scale（SA）

1-5

2) Introduction field of e-Learning
The field that e-Learning has been introduced is 55.5% highest of “IT andcomputer”, followed by 43.0% of “Conventional wisdom (business manner, sexual
harassment and others)” and “Business (accounting, law, finance and others)”. These

results are nearly the same as the last year.
3) Problems at operation of e-Learning
When observing the problems at e-Learning operation, “Educational content
matched with learning needs is insufficient” is extremely highest of 42.0%, following“Effectiveness to introduction and others is difficult to understand” is 27.0% and“Understanding to meaning and necessity is insufficient” is 22.0%. This shows thatthe content to conduct effective education by each enterprise is an important.
4) Introduction condition of enterprise not introduced e-Learning
When observing chance and condition to introduce e-Learning to enterprise who
had not introduced, “If information of e-Learning effectiveness has increased” ishighest 40.9%, following “If the cost of e-Learning lowers” is 34.5% and “Ifinfrastructure has been maintained” is 33.6%, which are nearly the same as thelast year.
5) Evaluation and effectiveness of e-Learning
For the evaluation of e-Learning, “Efficiency of learning (period shortening, etc.”and “Improvement of learner and increase of learning opportunity” are 32.0% and28.0% respectively. Furthermore, for implementation status of the e-Learning
evaluation, “Being conducted” is 81.0% high, however when observing theevaluation technique, the current status depends on conventional technique of“Understanding examination” and “Questionnaire immediately after training tolearner”.

1.6.2

e-Learning user surveillance – individual -1) Image and advantage of e-learning
Image of e-learning is pointed out with the keywords such as “Internet ”, “24 hours aday, anywhere at any time”, ”usability” and others.
In addition, for the learning advantage using the e-learning, “Freedom of time” is
90.5%, “Freedom of the place” is 56.7%, “Points which are not restricted by timeand place” and “Learnable repeatedly” are 45.3% which can not be conducted byassembly education, are highly evaluated. While the demerits are as follows;“Difficulty of maintaining the motivation of lecture attendance continuation” is 33.4%,“Lack of interactivity between the lecturer and the students” is 31.1%, etc. These
results are nearly the same as the last year.
2) Learning effectConcerning the learning effect by e-learning, “There is some effect “ is 69.0%, andif 2.2% of answer of “There is extremely large effect” is added, it exceeds 70%, and1-6

a large effect has been recognized even compared with the last year results (54.3%,
in total). (Refer to Figure 1-3)
(n=830)

Not understand1.7%

No reply
0.0%

No effect at all
2.4%効果Extremely large effect
きな 効果
2.2%

Very small effect
24.7%

Some effect
69.0%

Figure 1-3

Learning effect by e-Learning3) Time, place and season of lecture attendanceConcerning the learning time by the e-learning, “15 – 30 minutes or less” per 1 timeis 39.4% , “half – 1 hour” is 36.4% highest, and about 75% is within 1 hour.
Compared with the last year surveillance, the learning ratio by short time has been
increasing, and the utilization method to effectively learn required knowledge by thee-Learning has been increasing.

When observing the lecture attendance place of e-Learning, “His desk at his
company” is 78.1% highest (47.8%in last year).
Furthermore, when observing the lecture attendance season of the e-Learning,“Within working hour on working day” is 69.6% highest (45.0% in last year),“Off-duty on working day (lunch break included)” is 40.5% and “Holiday” is
20.1%. Compared with the last year, the lecture attendance within working hour
has been increasing, and if increase of the lecture attendance at “His desk andhis company” is considered, it is seemed to be the result that recognition of thee-Learning by companies is increasing.
4)

Mobile learning
Regarding utilization status of the e-Learning conducted for the first time, “Everhave used” is only 4.8% due to problems of improvement of communication
status and communication cost, and it may take a long time to propagate it.

1-7

1.6.3e-Learning business surveillance - vendor From the result of the vendor questionnaire (web investigation), the following
statuses became clear:

1) The vendor’s business area
As can be understood from the following figure, enterprises relating to content
development is increasing. Shift to a side business seen from the surveillance in thelast year is rapidly progressing. (Refer to Figure 1-4)

1-8

20

30

SCORM
SCORM engine, etc.
ｴﾝｼﾞﾝ等
ｴﾝｼﾞﾝ
開発

Other e-Learning engine development
他のｅラーニングエンジン開発

development

40

Other system(ERP,KM, etc.)
他ｼｽﾃﾑ
development(ERP･KM等)
の開発

27.8
8.3

KM system relation
ＫＭシステム関連

8.3

HRM system relation
ＨＲＭシステム関連

8.3

EIP system relation
ＥＩＰシステム関連

8.3
27.8

e-Learning system productｅラーニングシステム製品

16.7

Integration with related system (ERP, etc.)
関連システム（ERP等）との統合

Special

5.6
2.8

Content

58.3

Book writing and preparation of digital content
書籍の執筆やﾃﾞｼﾞﾀﾙｺﾝﾃﾝﾂの作成

Publishing books, etc.
書籍等を出版する

22.2

Keepingreferences
文献を保有する

22.2

Performinginterview lecture
対面の講義を行う

50

e-Learning of company content
自社のｺﾝﾃﾝﾂをｅラーニング化

61.1

e-Learning of content consigned
委託を受けてｺﾝﾃﾝﾂをeラーニング化

69.4

導入
ｺﾝｻﾙ

Keeping content
コンテンツの保有

47.2
52.8

Content sales
コンテンツの販売
Current status analysisof enterprise
企業の現状分析

38.9

Systemシス
selectionand introduction
テム選定と導入

38.9
5.6

KMシステム関連
system relation
ＫＭ

11.1
8.3

HRM system relation
ＨＲＭシステム関連

2.8

Hosting service
ホスティングサービス

33.3

ASP service
ＡＳＰサービス

50

Distributionof e-Learning material
ｅラーニング教材の配信

研修ｻｰﾋﾞｽ

Training service

38.9

52.8

Mentaling service
メンタリングサービス

30.6

Tutoring service
チュータリングサービス

33.3

e-Learning portal
ｅラーニングポータル

33.3

教育ｺﾝｻﾙ

Instructional design/ID
インストラクショナルデザイン／ID

Education

サービス系

Service system

ｼｽﾃﾑ
運用

Systemoperation(ERP･KM等)の開発

Other system(ERP,KM,
etc.)
他ｼｽﾃﾑ
development

流通系

Distribution systemの流通
販売

Distribution/
Systeme-ﾗｰﾆﾝｸﾞ
introdusales of eLearningﾂictionｼｽﾃﾑ ｺﾝﾃﾝ
consulting
content

e-Learning system product (LMS, etc.)
ｅラーニングシステム製品(LMS等)

EIP system relation
ＥＩＰシステム関連

52.8

Human resource consulting
人材コンサルティング

33.3

Management consulting
経営コンサルティング
Sales and selling consulting
営業・販売コンサルティング

Figure 1-4

80 (%)

38.9

ERP system relation
ＥＲＰシステム関連

ERP system relation
ＥＲＰシステム関連

70

44.4

LMS system development
ＬＭＳシステムの開発

Special I/O device sales
特殊入出力デバイスの販売

60

22.2

Testing system development
テスティングシステムの開発

Special I/O device development
特殊入出力デバイスの開発

50

27.8

SCORM compatible e-learning development
ＳＣＯＲＭ対応ｅﾗｰﾆﾝｸﾞｴﾝｼﾞﾝ開発

Keeping（一部販売含む）

Content
development system
コンテンツ開発系(partial sales included)10

Authoring tool development
オーサリングツールの開発

特殊
Processing ｺﾝﾃﾝﾂ
of content ｺﾝﾃﾝﾂ
preparation device
Systemof e-Learning 保有(analog(analog
develop-ｽ
integrae-ﾗｰﾆﾝｸﾞ
作成 ﾃﾞﾊﾞｲ
content
included) included)
ment/sales tion
ｼｽﾃﾑ
ｺﾝﾃﾝﾂ (ｱﾅﾛｸﾞ (ｱﾅﾛｸﾞ 開発
統合に加工 を含む) を含む) 販売

System developmentシステム開発系(partial sales included)（一部販売含む）

0

13.9
11.1

Business area of vendor

2) System vendor
When observing types (genre) of product being developed by the system vendor,“LMS (Learning Management System)” is 69.6% highest, following 60.9% of“ SCORM engine, etc. and e-Learning engine”. (Refer to Figure 1-5)

1-9

0

10

20

30

40

50

60

70

80

90

100 (%)

n=23:MA（n=23：MA）
LMS system
LMSシステム

69.6

60.9

SCORMエンジン等、eラーニングエンジン
SCORM engine, etc. and e-Learning engine

テスティングシステム
Testing system

43.5

Authoring tool
オーサリングツール

43.5

e-Learning
integrated system producteラーニング統合システム製品

43.5

26.1

ERP/KM/HRM/educational portal, etc. Products
ERP／KM／HRM／教育ポータル等関連製品

Special I/O device,
etc. hardware
特殊入出力デバイス
等ハードウエア

Figure 1-5

4.3

Genre of system product (n=23 companies

MA）

When observing the system product user of vendor, “Education within enterprise”
is 91.3% highest, following “65.2% of “Higher education (university, post graduate,college and junior college)”, and it can be understood that enterprises and higher
education institutes are major user groups of the system product. (Refer to Figure
1-6)0

n=23:MA

10

20

30

40

50

60

70

80

90

100

（n=23：MA）
Infant education
幼児教育
Primary and secondary education (primary, junior high andsenior high schools 初等中等教育（小学校､中学校､高校）

17.4

Primary and secondary初等中等教育支援（塾、予備校）
education support (private andpreparatory schools)

26.1

Highereducation (university, post graduate, college and junior
高等教育（大学、大学院、高等専門学校、短期大学）
college)

65.2

Specialschool専修学校

34.8

Various schools and other schools (language and qualification
schools)
各種学校、その他学校（語学学校、資格取得学校）

39.1

Education in企業内教育
enterprise

91.3

Educational training for public 公務員・公的機関の教育研修
service worker and public institute

43.5

Lifetime education(hobby study and learning)
生涯教育（趣味的学習・習い事）
Othersその他

Figure 1-6

(%)

0.0

21.7
4.3

Educational site where system products are used (n=23 companies
MA）3) Content vendor
Users of content vendor greatly targets “Education in enterprise”, following“Education training for public service workers and public institutes) and higher
education (university, post graduate, college and junior college)” in the order.
When observing the ready-made content of contents supplied by content vendor,
it will be as Figure 1-7. The types of ready-made content supplied by the vendor

1-10

are mostly “IT computer (general)”, “IT computer (professional)”, “Business base(general)”,“Conventional wisdom (general)”, “Management control (professional)”,etc., and it can be observed that these products are general. For the order-madecontents, many contents such as “Company product” and “In-house requirement”,
etc. in addition to the aforementioned contents have been supplied.
(n=21:MA)0（n=21：MA）

5

10

15

20
16

IT computer (general)
ITコンピュータ（一般）13

ビジネス基礎（一般）Business base (general)10

語学（一般）

Language (general)

13

社会通念（一般）

Conventional wisdom (general)6

ISO (general)ISO（一般）2

趣味教養（一般）

Hobby and culture (general)

IT computer (professional)
ITコンピュータ（専門）1610

サービス（専門）
Service (professional)

Industry (professional)

4

工業（専門）
2

ビジネス（専門）

Business (professional)

3

語学（専門）

Language (professional)

2

Medical and welfare (professional)

医療福祉（専門）
Finance (professional)

6

金融財務（専門）11

経営管理（専門）

Management control (professional)

Others (professional)
その他（専門）2

Own company product (individual)2

自社商品（個別）

In-house qualification (individual)

社内資格（個別）

3In-house requirement (individual)3

社内規定（個別）

Material information (school education)

教科情報（学校教育） 0
Science (school education)

理科（学校教育）1

社会（学校教育） 0

Society (school education)

数学（学校教育）

Mathematics (school education)

外国語（学校教育）

Foreign language (school education)

2
3

国語（学校教育） 0

National language (school education)

Others (school education)0
その他（学校教育）
Others0
その他

Figure 1-7

Type of ready-made contents supplied by vendor

4) Service vendor
Speaking of the types of service that the service vendors supply to the user, most of
the services are “IT computer”, “Business base”, “Conventional wisdom” and others.
While most concerned users are education in enterprise as the same as system andcontent (70.4%).

5) Consulting vendor
Speaking of the concerned field of consulting work, the ratios of “IT-Computer”,“Conventional wisdom”, “Management control” and “In-house product” are high.
Regarding of the types of service that consulting enterprise supplies to the user,

1-11

the major services are “Material preparation consulting” (47.6%) and “Educational
coordination (19.0%), and “System architecture” that was plenty up to the last year
has dropped to 9.5%. Concerning the concerned users, the ratios of “IT related
manufacturing” and “Information service” are high.
6) Business development viewed from the vendor
The obstacles to e-learning business development viewed from vendors (multiple
replies) are:▪ Consensus regarding e-learning utilization cannot be obtained (52.8%)▪ Users must bear educational content preparation time, etc., and▪ Educational effect of service to be supplied cannot be exhibited
While, the sales points (multiple replies) are possible when vendor sells are as
follows:▪ Time and spatial restrictions of learners can be reduced (72.3%), and▪ It can be combined with the conventional training (assembly training) (70.2%)(Refer to Figure 1-8).
N=36（n=36）

00

10

20

30

40

50

60

70

80

83.3

学習者の時間的・空間的な制約を削減できる

Time and spatial restrictions of learners can be reduced

52.8

マルチメディア・シミュレーションにより理解度向上が期待できる
Understanding improvement can be expected by multimedia simulation

Curriculum corresponding to each learner needs and level can be supplied
個々の学習者のニーズやレベルに応じたカリキュラムが提供できる

72.2
72.2

個々の学習者の学習ペースに合わせた教育が実施できる
Education matched with each learner pace can be implemented

30.6

Period can be shortened for study
期間を短縮して学習することができる

41.7

既存の研修手段に比してコストパフォーマンスが高い

Cost performance is high compared with existing ltraining technique27.8

初期導入費が安価である

Initial introduction cost is inexpensive

22.2

Latest learning program can be supplied
最新の学習プログラムを提供できる

36.1

Many learning program can be supplied
多くの学習プログラムを提供できる

66.7

受講者の理解度を個別に確認できる

Understanding of lecture attendant can be individually checked

既存のインフラ（ＬＡＮ、ＰＣ）を有効活用できる

27.8

Learning and other work system can be linked
学習と他の業務システムとを連携させることができる

27.8

Existing infrastructure (LAN, PC) can be effectively used

63.9

従来の研修（集合研修など）と組み合わせることができる

It can be combined with conventional training (assembly training, etc.)

セキュリティやプライバシーが万全である
Security and privacy are perfect

16.7
50.0

人材開発スタッフの物理的な負荷を減らすことができる

Physical burden of human resource development staff can be reduced

47.2

Achievements of lecture attendant or entire organization can be improved
受講者個人あるいは組織全体の業績を向上させることができる

30.6

企業業績に寄与する人材育成を戦略的に展開することができる

Human resource contributing to enterprise achievements can be strategically developed

22.2

標準規格に対応している

Corresponds to standard specification

22.2

Support system are complete
サポート体制が充実している
Othersその他

Figure 1-8

90 (%)

13.9

Sales point of e-Learning selling

Furthermore, The important items (multiple replies are possible) that vendor thinks
for future business development are:▪ Curriculum corresponding to each learner needs and level can be supplied(58.3%),

1-12

▪ Education matched with learning pace of each learner can be implemented(58.3), and▪ Improvement of understanding can be supplied with multimedia simulation(55.6%).
1.6.4

Case study interview

Through the case study interview, the factors of e-learning application promotion(success) were summarized. The feature factors are as follows:
1) Enterprise▪ The e-Learning system developed and conducted in each enterprise is expanded
up to group companies and clients and is used for early resolution of own new product,▪ Educational institute that integrates entire group companies (overseas subsidiary
included) is established, and is extended from unofficial personnel education toline manager and entire company educations (due annual periodic lectureattendance), and▪ It was started by proposal (stimulating by the case that receives higher income
than the past after return to company by obtaining qualification during maternity
leave in Europe and America) of 1 employee, and the e-Learning is used fortraining for reinstatement of in-house woman employee and for training for entire
company.
2) University▪ In the rough seas such as birth rate drop and independence administrative institution,
each university is struggling to survive, and making a great effort in differentiation andthe making of an attractive university. The e-learning is used as complement of one ofsolution techniques and interview lessons,▪ It was started from spontaneous research of teacher who is interested in thee-Learning in order to develop own system, and lessons for self-teachingeducation of many foreign languages are complemented using the e-Learning,▪ The e-Learning chair in university has been supplied to other universities includingcolleges and overseas (Quota interchange is gradually progressing), and▪ The existing university work system makes the e-learning system cooperated
seamlessly, and the IT conversion of general universities has been realized.

1.7 Summery
With the following topics in the background, the e-learning in our country has infiltrated
steadily into the society. In this surveillance, the e-Learning introduction ratios inenterprises with more than 5,000 employees have especially reached 86.1%, and thee-learning has been effectively used for employee education including related companies.
1) The e-learning market has entirely and steadily expanded, and the degree of
acknowledgment has become highly established. The entries into new fields and newservices are also increasing.
2) In enterprises, the e-Learning has been used for all-around education to all employees
who are represented by keywords such as privacy information protection, compliance,
security, business manners and sexual harassment as an optimum method. A general
introduction and application of the seamless cooperation architecture, etc. between

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the personnel information system and the e-learning system, is also gradually
increasing. Due to the application methods that removed barrier between training andbusinesssuchasbusiness

supportsystem(EPSS)

introduction

andapplicable/strategic diversified business filed of CCM and CRM are showing an
increase, however application examples are still small when viewed from the entire
results.
3) At universities, in correspondence to the environmental changes such as thetransformation

into

independentadministrative

institutions

andcompetitive

intensification of the declining of birth rate, they are not only restricted to inside facilities
but education institutes promoting distance-learning targeting members of the society
are also increasing using the e-Learning for their technique.
Concerning the application method of e-learning, besides distance-learning, theblending of the assembly education support system and the supplemental education
is a main stream. On the other hand, many Internet universities and postgraduate
schools which can acquire most of quotas with the e-Learning have emerged. As ageneral tendency, e-Learning introduction at undergraduate school and whole college
quotas has progressed from their experimental applications, however as for the
propulsion system for operation, it is not strong enough compared with Europe andAmerica, and expansion is therefore necessary in future. While with the cooperation ofclerical system of the existing business and the e-Learning system, advanced
universities that assure the efficient use of the whole campus are also increasing.
What can be anticipated from this surveillance is that the e-Learning market
size of 553 hundred million yen in 2006 will be expanding to 1,214 hundred
million yen in 2010 which is approximately the double. (Refer to Figure 1-9)
（million yen）
160,000
143,414140,000
121,445
120,000
102,519
100,000
84,78980,00069,44255,28860,00040,00029,32320,0000
2005

2006
100 – 999 persons

Figure 1-9

2007

2008

1000 – 1999 persons

20092000 – 4999 persons

2010

2011
（Year）>5000 persons

Estimated results of education e-Learning market size within
enterprises by enterprise scale

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