The Influence between Lifelong E-learning of Civil Servants and E-learning Industry：A Case Study of Tainan City Government

• Main Authors: CHEN MING-CHENG, 陳銘城
• Other Authors: WANG CHIAO-YEN
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/j62das

碩士 === 大仁科技大學 === 文化創意產業研究所 === 101 === The output value of the e-learning industry in Taiwan was $21 billion in 2011, and it was $25.1 billion in 2012. GARA was 15%. According to the revenue of the e-learning industry, in 2011 the main market was domestic, accounting for 81.49%, and export only accounted for 18.51%. Why did the domestic e-learning industry have this kind of outcome? What’s the major reason? In 1995, establishing the culture of lifelong learning was a significant direction of education development in Taiwan government; at the same time, the implementation of public servants’ lifelong learning policy were also viewed as the first step to improve the governmental labor resource. Nowadays, global technology is so advanced that the paradigm of education: text books, teaching style, interaction etc……are totally different from the traditional educative ways. E-learning isn’t limited by time and space. As the e-learning industry is a rapidly increasing industry of digital content which the government is eager to improve upon. Intensifying the labor resource is regarded as an important step to keep the competitive advantage and improve e-learning industry in the new era. The research contains the inquiries: the intention of e-learning and its environment, how e-learning shapes the culture of lifelong learning, and whether improving public servants’ lifelong e-learning would influence the development of e-learning industry or not. This research reveals that the total domestic public servants’ e-learning time was from about 16 million hours in 2009 to 24.7 million hours in 2012, the average increase 1.6. Based on the information that the Tainan City department of labor provided, e-learning hours were 140 thousand more than actual training hours in 2012. The questionnaire shows that the proportion of e-learning and actual learning hours in 2012 was 13:7, this reveals the great force of e-learning industry. Besides, from the analysis of the three parts: policy; learners’ intention; the outcome; the interviewees thought the policy of lifelong e-learning helps increase public servants’ adoption of e-learning, and the development of e-learning industry, as a whole. Keywords: e-learning, e-learning industry, lifelong learning.