본 연구는 학교교육이 지식기반사회형 교육지원체제로서의 공교육 시스템 전환을 위하여 e-러닝기반의 새로운 학교교육체제의 구축이 절실히 요구된다는 전제 하에, 학교교육 현장과 연계된 e-러닝 정책은 구체적으로 어떠한 방향과 과제로 추진되어야 하는지를 탐구, 규명하는 데 놓여 있다. 다시 말해서, e-러닝이 학교교육 현장에 실천적으로 적용되어 소기의 성과를 이룩하기 위해서는 교사와 학생들의 요구분석에 기초해서 구체적으로 어떠한 내용과 방법을 통해서 e-러닝 정책의 기본 방향 및 추진과제가 수립, 시행되어야 하는지를 실증적으로 밝혀보고자 한다. 이와 같은 목적으로 수행된 본 연구결과를 통해서 향후 학교현장중심의 요구에 기초한 e-러닝 정책의 타당성과 효과성을 검증함과 동시에, 나아가 보다 합리적이고 효과적인 e-러닝 정책을 수립, 추진하는데 필요한 기초 자료를 제공하게 될 것으로 본다.

This study was aimed to examine directions of e-Learning policies to support schooling practice, assuming that a new e-Learning-based schooling system would be needed in order for elementary and secondary education to be converted into a knowledge-based educational support system. For e-Learning to achieve practically a desired end, the study attempted to find and discuss how to plan and implement policies and tasks of e-Learning, utilizing results of need analysis conducted to students and teachers.The basic directions and strategic tasks of a new policy to support e-Learning should be developed and suggested through a need analysis of educational fields if possible. If a policy would not consider and be supported by students and teachers in schools, it would more likely to fail than succeed. If a policy for supporting e-Learning would aim to change school education, needs from schools should be assessed and referenced from the beginning of planning and implementing a policy. From the perspective above, the study suggested four essential factors underlining e-Learning (cultural components, human resource component, course development and administrative components, and system components), specific action tasks to accomplish e-Learning policies successfully in school education, and step-by-step action scenario to conduct the tasks. A new e-Learning policy to be pursued in the future need to be made as a total mechanism of educational service system, that is a field-oriented learning community in which both teachers and students share knowledge and information via anew educational system built on e-Learning, and acquire learning competencies creatively in digital age.

This study was aimed to examine directions of e-Learning policies to support schooling practice, assuming that a new e-Learning-based schooling system would be needed in order for elementary and secondary education to be converted into a knowledge-based educational support system. For e-Learning to achieve practically a desired end, the study attempted to find and discuss how to plan and implement policies and tasks of e-Learning, utilizing results of need analysis conducted to students and teachers.The basic directions and strategic tasks of a new policy to support e-Learning should be developed and suggested through a need analysis of educational fields if possible. If a policy would not consider and be supported by students and teachers in schools, it would more likely to fail than succeed. If a policy for supporting e-Learning would aim to change school education, needs from schools should be assessed and referenced from the beginning of planning and implementing a policy. From the perspective above, the study suggested four essential factors underlining e-Learning (cultural components, human resource component, course development and administrative components, and system components), specific action tasks to accomplish e-Learning policies successfully in school education, and step-by-step action scenario to conduct the tasks. A new e-Learning policy to be pursued in the future need to be made as a total mechanism of educational service system, that is a field-oriented learning community in which both teachers and students share knowledge and information via anew educational system built on e-Learning, and acquire learning competencies creatively in digital age.

e-Learning, Schooling, Need Assessment