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As internet use is prevalent, demands for e-learning increase as well. E-learning is considered as a Received(October 24, 2019), Review Result(November 17, 2019) Accepted(December 12, 2019), Published(December 31, 2019) (Corresponding Author) Professor, 28690, Department of Elementary Education, Cheongju National University of Education, 2065 Cheongnam-ro, Seowon-gu, Cheongju-si, Chungcheongbuk-do, Korea E-mail: hkwon@cje.ac.kr Assistant Professor, 04763, Dept. of Management Information Systems, Hanyang Cyber Univ., 220 Wangsimni-ro, Seongdong-gu, Seoul, Korea E-mail: scully1215@hycu.ac.kr Graduate Student, 04763, Dept. of Educational Technology, Hanyang Univ., 222 Wangsimni-ro, Seongdong-gu, Seoul, Korea E-mail: bbangtris@naver.com Current Issues and Tasks of e-Training: Focusing on the Korean e-Training Support System Copyright c 2019 HSST 18 substitute or supplement of face-to-face training in the field of vocational training and many organizations and companies use e-training for their employee training. Korean government has been running the e-training support system which supports employees' training tuition when they complete certified e-training programs. Korean e-training support system has been playing an important role as an e-training facilitator. However, concerns and demands for quality improvement of e-training have been growing as the trends of e-learning have changed recently. This study intended to analyze current issues regarding Korean e-training focusing on the e-training support system. e-training support system is legally based on employment insurance law, employee job skill development law, and employer job skill development training support law. It is necessary for any accredited e-training organization who wants to get training subsidy from government to run e-learning training courses which are certified in advance. Therefore, the quality of e-training course is controlled by the e-training course certification system. Considering the assessment criteria of e-training program accreditation, however, it is hard to expect quality e-training because it mostly requires minimum standards which do not fully reflect such recent trends of e-learning as micro-learning, gamification, just-in-time training and trainees' needs of e-training. Based on these analyses, it is recommended to improve the e-training accreditation system by reflecting training needs of industry and enriching multi-dimensionality, flexibility, and objectivity of the assessment.

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