¼¼°èÀÇ ±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀå
Corporate Learning Management Systems
»óǰÄÚµå : 1768419
¸®¼­Ä¡»ç : Global Industry Analysts, Inc.
¹ßÇàÀÏ : 2025³â 07¿ù
ÆäÀÌÁö Á¤º¸ : ¿µ¹® 279 Pages
 ¶óÀ̼±½º & °¡°Ý (ºÎ°¡¼¼ º°µµ)
US $ 5,850 £Ü 8,225,000
PDF (Single User License) help
PDF º¸°í¼­¸¦ 1¸í¸¸ ÀÌ¿ëÇÒ ¼ö ÀÖ´Â ¶óÀ̼±½ºÀÔ´Ï´Ù. Àμâ´Â °¡´ÉÇϸç Àμ⹰ÀÇ ÀÌ¿ë ¹üÀ§´Â PDF ÀÌ¿ë ¹üÀ§¿Í µ¿ÀÏÇÕ´Ï´Ù.
US $ 17,550 £Ü 24,675,000
PDF (Global License to Company and its Fully-owned Subsidiaries) help
PDF º¸°í¼­¸¦ µ¿ÀÏ ±â¾÷ÀÇ ¸ðµç ºÐÀÌ ÀÌ¿ëÇÒ ¼ö ÀÖ´Â ¶óÀ̼±½ºÀÔ´Ï´Ù. Àμâ´Â °¡´ÉÇϸç Àμ⹰ÀÇ ÀÌ¿ë ¹üÀ§´Â PDF ÀÌ¿ë ¹üÀ§¿Í µ¿ÀÏÇÕ´Ï´Ù.


Çѱ۸ñÂ÷

¼¼°èÀÇ ±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀå, 2030³â¿¡´Â ¹Ì±¹¿¡¼­ 501¾ï ´Þ·¯¿¡ ´ÞÇÒ Àü¸Á

2024³â¿¡ 139¾ï ´Þ·¯·Î ÃßÁ¤µÇ´Â ¼¼°èÀÇ ±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀåÀº 2024-2030³â¿¡ CAGR 23.8%·Î ¼ºÀåÇϸç, 2030³â¿¡´Â 501¾ï ´Þ·¯¿¡ ´ÞÇÒ °ÍÀ¸·Î ¿¹ÃøµË´Ï´Ù. ÀÌ ¸®Æ÷Æ®¿¡¼­ ºÐ¼®Çϰí ÀÖ´Â ºÎ¹®ÀÇ ÇϳªÀÎ ¼Ö·ç¼ÇÀº CAGR 23.1%¸¦ ±â·ÏÇϸç, ºÐ¼® ±â°£ Á¾·á½Ã¿¡´Â 323¾ï ´Þ·¯¿¡ ´ÞÇÒ °ÍÀ¸·Î ¿¹ÃøµË´Ï´Ù. ¼­ºñ½º ºÐ¾ßÀÇ ¼ºÀå·üÀº ºÐ¼® ±â°£ÀÇ CAGR·Î 25.2%·Î ÃßÁ¤µË´Ï´Ù.

¹Ì±¹ ½ÃÀåÀº ÃßÁ¤ 35¾ï ´Þ·¯, Áß±¹Àº CAGR 29.9%·Î ¼ºÀå ¿¹Ãø

¹Ì±¹ÀÇ ±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀåÀº 2024³â¿¡ 35¾ï ´Þ·¯·Î ÃßÁ¤µË´Ï´Ù. ¼¼°è 2À§ÀÇ °æÁ¦´ë±¹ÀÎ Áß±¹Àº 2030³â±îÁö 138¾ï ´Þ·¯ÀÇ ½ÃÀå ±Ô¸ð¿¡ ´ÞÇÒ °ÍÀ¸·Î ¿¹ÃøµÇ¸ç, ºÐ¼® ±â°£ÀÎ 2024-2030³âÀÇ CAGRÀº 29.9%ÀÔ´Ï´Ù. ±âŸ ÁÖ¸ñÇÒ ¸¸ÇÑ Áö¿ªº° ½ÃÀåÀ¸·Î´Â ÀϺ»°ú ij³ª´Ù°¡ ÀÖÀ¸¸ç, ºÐ¼® ±â°£ Áß CAGRÀº °¢°¢ 17.9%¿Í 20.9%·Î ¿¹ÃøµË´Ï´Ù. À¯·´¿¡¼­´Â µ¶ÀÏÀÌ CAGR ¾à 19.4%·Î ¼ºÀåÇÒ °ÍÀ¸·Î ¿¹ÃøµË´Ï´Ù.

¼¼°è ±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀå - ÁÖ¿ä µ¿Çâ ¹× ÃËÁø¿äÀÎ Á¤¸®

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛÀ̶õ ¹«¾ùÀ̸ç, Á÷¿ø ±³À°À» ¾î¶»°Ô º¯È­½Ãų ¼ö Àִ°¡?

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ(LMS)Àº ±â¾÷ ȯ°æ¿¡¼­ ±³À°, ÇнÀ, °³¹ßÀ» ÃËÁøÇϱâ À§ÇØ ¼³°èµÈ ¼ÒÇÁÆ®¿þ¾î Ç÷§ÆûÀÔ´Ï´Ù. ½ÅÀÔ»ç¿ø ±³À°, ÄÄÇöóÀ̾𽺠±³À°, ½ºÅ³ °³¹ß, ¸®´õ½Ê ±³À° µî Á÷¿øµéÀÇ ÇнÀ ÇÁ·Î±×·¥À» È¿À²ÀûÀ¸·Î Á¦°ø, ÃßÀû, °ü¸®ÇÒ ¼ö ÀÖ½À´Ï´Ù. LMS Ç÷§ÆûÀº ÇнÀ ÄÁÅÙÃ÷¸¦ Áß¾Ó ÁýÁßÈ­ÇÏ°í ±³À° ÇÁ·Î±×·¥ °ü¸®¸¦ °£¼ÒÈ­ÇÔÀ¸·Î½á Á÷¿ø ±³À°¿¡ ´ëÇÑ Á¢±Ù¼º°ú È®À强À» ³ôÀ̰í Á¶Á÷ ÀüüÀÇ Àϰü¼º°ú È¿°ú¼ºÀ» º¸ÀåÇÕ´Ï´Ù. ÇнÀ °ü¸®ÀÇ µðÁöÅÐ ÀüȯÀ» ÅëÇØ ±â¾÷Àº ±âÁ¸ÀÇ ´ë¸é ±³À°¿¡¼­ ¾ðÁ¦ ¾îµð¼­³ª Á¢±ÙÇÒ ¼ö ÀÖ´Â À¯¿¬ÇÑ E-Learning ¼Ö·ç¼ÇÀ¸·Î ÀüȯÇÒ ¼ö ÀÖ°Ô µÇ¾ú½À´Ï´Ù.

±â¾÷ÀÇ LMS µµÀÔÀº ¿Â¶óÀÎ ÇнÀ, ´ë¸é ¿öÅ©¼ó, ÄûÁî ¹× ½Ã¹Ä·¹À̼ǰú °°Àº ÀÎÅÍ·¢Æ¼ºê ¿ä¼Ò¸¦ °áÇÕÇÑ ºí·»µðµå ·¯´× Á¢±Ù ¹æ½ÄÀ» Áö¿øÇÔÀ¸·Î½á Á÷¿ø °³¹ß¿¡ Çõ¸íÀ» ÀÏÀ¸Ä×½À´Ï´Ù. ÀÌ·¯ÇÑ ÅëÇÕµÈ Á¢±Ù ¹æ½ÄÀº ÇнÀ ¼º°ú¸¦ Çâ»ó½Ãų »Ó¸¸ ¾Æ´Ï¶ó, ±â¾÷ÀÌ Á÷¿ø °³°³ÀÎÀÇ ÇÊ¿ä¿Í ¿ªÇÒ¿¡ µû¶ó ±³À° ÇÁ·Î±×·¥À» °³ÀÎÈ­ÇÒ ¼ö ÀÖ°Ô ÇØÁÝ´Ï´Ù. ±â¾÷¿ë LMS Ç÷§ÆûÀº ¶ÇÇÑ °­·ÂÇÑ ºÐ¼® ÅøÀ» Á¦°øÇÏ¿© ÀλçÆÀ°ú ºÎ¼­ °ü¸®ÀÚ°¡ ÁøÇà »óȲÀ» ÃßÀûÇϰí, ±³À° ±¸»óÀÇ È¿°ú¸¦ ÃøÁ¤Çϰí, ÇнÀ ¼º°ú¸¦ ºñÁî´Ï½º ¸ñÇ¥¿¡ ¸ÂÃâ ¼ö ÀÖµµ·Ï µ½½À´Ï´Ù. ÀÌ·¯ÇÑ µ¥ÀÌÅͺ£À̽º ÇнÀ Á¢±Ù ¹æ½ÄÀº Á¶Á÷ÀÇ ±â¼ú °ÝÂ÷¸¦ ÇØ¼ÒÇϰí, »ý»ê¼ºÀ» Çâ»ó½Ã۸ç, Á÷¿ø Âü¿©µµ¸¦ Àü¹ÝÀûÀ¸·Î Çâ»ó½Ãų ¼ö ÀÖ½À´Ï´Ù.

±â¼úÀÇ ¹ßÀüÀº ±â¾÷ ÇнÀ °ü¸® ½Ã½ºÅÛÀ» ¾î¶»°Ô Çü¼ºÇϰí Àִ°¡?

±â¼ú ¹ßÀüÀº ±â¾÷ LMSÀÇ ±â´É°ú Á¦°øÀ» Çü¼ºÇÏ´Â µ¥ ÀÖÀ¸¸ç, ¸Å¿ì Áß¿äÇÑ ¿ªÇÒÀ» Çϰí ÀÖÀ¸¸ç, ÇнÀÀ» ´õ¿í ÀÎÅÍ·¢Æ¼ºêÇϰí ÀûÀÀ·Â ÀÖ°í È¿°úÀûÀ¸·Î ¸¸µé°í, LMS Ç÷§Æû¿¡ ÀΰøÁö´É(AI)À» ÅëÇÕÇÏ¿© ÇнÀÀÚÀÇ ÁøÇà »óȲ°ú ¼±È£µµ¿¡ µû¶ó ½Ç½Ã°£À¸·Î Á¶Á¤µÇ´Â °³ÀÎÈ­µÈ ÇнÀ °æ·ÎÀÇ ºÎ»óÀ¸·Î À̾îÁö°í ÀÖ½À´Ï´Ù. AI ±â¹Ý ºÐ¼®Àº ÇнÀÀÚÀÇ ÁøÇà »óȲ°ú ¼±È£µµ¿¡ µû¶ó ½Ç½Ã°£À¸·Î Á¶Á¤µÇ´Â °³ÀÎÈ­µÈ ÇнÀ °æ·ÎÀÇ ºÎ»óÀ¸·Î À̾îÁö°í ÀÖÀ¸¸ç, AI ±â¹Ý ºÐ¼®Àº ½ºÅ³ °¸À» ½Äº°Çϰí, ¸ÂÃãÇü ÇнÀ ÄÁÅÙÃ÷¸¦ ÃßõÇÏ¿© Á÷¿øµéÀÇ Âü¿©¿Í ¸ôÀÔµµ¸¦ ±Ø´ëÈ­ÇÏ´Â ¸ÂÃãÇü ÇнÀ °æÇèÀ» ±¸ÃàÇÏ´Â µ¥ µµ¿òÀ» ÁÖ°í ÀÖ½À´Ï´Ù. ¸¶Âù°¡Áö·Î ¸Ó½Å·¯´×ÀÇ ¹ßÀüÀ¸·Î ¿¹Ãø ºÐ¼®ÀÌ °¡´ÉÇØÁü¿¡ µû¶ó °ú°Å ¼º°ú¿Í ÇнÀ Çൿ¿¡ ±â¹ÝÇÏ¿© ¹Ì·¡ÀÇ ±³À° Çʿ並 ¿¹ÃøÇϰí, Á÷¿ø ¿ª·® °³¹ß¿¡ ´ëÇÑ Àû±ØÀûÀÎ Á¢±Ù ¹æ½ÄÀ» Á¦°øÇÒ ¼ö ÀÖ°Ô µÇ¾ú½À´Ï´Ù.

°¡»óÇö½Ç(VR) ¹× Áõ°­Çö½Ç(AR) ±â¼úµµ ¸ôÀÔÇü ½Ç½À ÇнÀ °æÇèÀ» Á¦°øÇϱâ À§ÇØ ±â¾÷ LMS¿¡ ÅëÇյǰí ÀÖÀ¸¸ç, VR ½Ã¹Ä·¹À̼ÇÀº ¾ÈÀü ÇÁ·ÎÅäÄÝ, ¿£Áö´Ï¾î¸µ, ÀÇ·á ±³À° µî ¹°¸®Àû À§ÇèÀÌ ¾ø´Â ½Ç½À ±³À°ÀÌ ÇÊ¿äÇÑ ºÐ¾ß¿¡ ƯÈ÷ À¯¿ëÇÕ´Ï´Ù. ¿¡¼­ ƯÈ÷ À¯¿ëÇÕ´Ï´Ù. ¶ÇÇÑ LMS Ç÷§ÆûÀº ¼Ò¼È ·¯´× ±â´ÉÀ» ÅëÇÕÇÏ¿© Á÷¿øµéÀÌ Æ÷·³À̳ª Ç÷§Æû³» ¼Ò¼È¹Ìµð¾î¿Í °°Àº ¿ä¼Ò¸¦ ÅëÇØ µ¿·á °£ Åä·Ð¿¡ Âü¿©Çϰí, Áö½ÄÀ» °øÀ¯Çϸç, ¼­·Î ¹è¿ï ¼ö ÀÖµµ·Ï ÇÔÀ¸·Î½á º¸´Ù º¸´Ù Çù¾÷ÀûÀ¸·Î º¯È­Çϰí ÀÖ½À´Ï´Ù. ¸ð¹ÙÀÏ ÇнÀÀÇ ºÎ»óÀº LMSÀÇ Ã¤ÅÃÀ» ´õ¿í ÃËÁøÇϰí ÀÖÀ¸¸ç, ¸ð¹ÙÀÏ ±â±â¿¡ ÃÖÀûÈ­µÈ Ç÷§ÆûÀ» ÅëÇØ Á÷¿øµéÀÌ À̵¿ Áß¿¡µµ ÇнÀÇÒ ¼ö ÀÖµµ·Ï Çϰí ÀÖ½À´Ï´Ù. ÀÌ·¯ÇÑ ±â¼ú Çõ½ÅÀº ±â¾÷ÀÇ ÇнÀÀ» ´õ¿í ¸Å·ÂÀûÀ̰í, Á¢±ÙÇϱ⠽±°í, È¿À²ÀûÀ¸·Î º¯È­½Ã۰í ÀÖ½À´Ï´Ù.

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛÀº ÁÖ·Î ¾îµð¿¡ »ç¿ëµÇ¸ç, ¼ö¿ä´Â ¾î¶»°Ô ÁøÈ­Çϰí Àִ°¡?

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛÀº ÇコÄɾî, ±ÝÀ¶, ¼Ò¸Å, Á¦Á¶, ±â¼ú µî Áö¼ÓÀûÀÎ Á÷¿ø ±³À° ¹× ¿ª·® °­È­°¡ ÇÊ¿äÇÑ ´Ù¾çÇÑ »ê¾÷¿¡¼­ ÁÖ·Î »ç¿ëµÇ°í ÀÖ½À´Ï´Ù. ±ÝÀ¶ ¹× ÀÇ·á¿Í °°ÀÌ ±ÔÁ¦°¡ ¾ö°ÝÇÑ ºÐ¾ß¿¡¼­´Â LMS Ç÷§ÆûÀÌ »õ·Î¿î ±ÔÁ¤ ¹× Ç¥ÁØÀ» ÁؼöÇϱâ À§ÇØ Á¤±âÀûÀ¸·Î ¾÷µ¥ÀÌÆ®ÇØ¾ß ÇÏ´Â ÄÄÇöóÀ̾𽺠±³À°À» Á¦°øÇÏ´Â µ¥ ÇʼöÀûÀÔ´Ï´Ù. ±â¼ú ¹× IT ºÐ¾ß¿¡¼­´Â ²÷ÀÓ¾øÀÌ ¹ßÀüÇÏ´Â ±â¼ú¿¡ ´ëÀÀÇϱâ À§ÇÑ ²÷ÀÓ¾ø´Â ±â¼ú °³¹ßÀÇ Çʿ伺 ¶§¹®¿¡ ÃֽŠÇÁ·Î±×·¡¹Ö ¾ð¾î, ¼ÒÇÁÆ®¿þ¾î Åø, »çÀ̹ö º¸¾È °üÇà¿¡ ´ëÇÑ ½Ç½Ã°£ ±³À°À» Á¦°øÇÏ´Â ±â¾÷¿ë LMS¸¦ µµÀÔÇϰí ÀÖ½À´Ï´Ù. ¶ÇÇÑ Á¦Á¶¾÷¿¡¼­´Â LMS¸¦ Ȱ¿ëÇÏ¿© Á÷¿øµé¿¡°Ô ¾ÈÀü ±âÁذú ÀÛ¾÷ ÀýÂ÷¸¦ È®½ÇÇÏ°Ô ±³À°Çϰí, »ê¾÷ÀçÇØ¸¦ ÁÙ¿© Àü¹ÝÀûÀÎ »ý»ê¼ºÀ» Çâ»ó½Ã۰í ÀÖ½À´Ï´Ù.

±â¾÷ÀÇ LMS¿¡ ´ëÇÑ ¼ö¿ä´Â ºü¸£°Ô ÁøÈ­Çϰí ÀÖÀ¸¸ç, ƯÈ÷ ¿ø°Ý ±Ù¹« ¹× ÇÏÀ̺긮µå ±Ù¹« ȯ°æÀ¸·Î ÀüȯµÊ¿¡ µû¶ó µðÁöÅÐ ÇнÀ Ç÷§ÆûÀÌ ±× ¾î´À ¶§º¸´Ù Áß¿äÇØÁö°í ÀÖ½À´Ï´Ù. Á¶Á÷Àº Áö¿ªÀû À§Ä¡¿¡ °ü°è¾øÀÌ ÀϰüµÈ ±³À°À» º¸ÀåÇϱâ À§ÇØ LMS¸¦ »ç¿ëÇÏ¿© ¿ø°Ý ȯ°æ¿¡¼­ ½ÅÀÔ»ç¿øÀÇ ÀԻ翡 LMS¸¦ »ç¿ëÇϰí ÀÖ½À´Ï´Ù. ¶ÇÇÑ Á÷¿ø À¯Áö¿Í ¸¸Á·µµ¿¡ ´ëÇÑ Á߿伺ÀÌ Ä¿Áö¸é¼­ ÁÖ¿ä ±â¾÷Àº Á÷¿øµéÀÇ °ü½ÉÀ» ³ôÀÌ°í ¼ºÀå½Ã۱â À§ÇÑ ¹æ¹ýÀ¸·Î ÇнÀ ¹× ¿ª·® °³¹ß ±¸»ó¿¡ ÅõÀÚÇϰí ÀÖÀ¸¸ç, LMS Ç÷§ÆûÀº Á÷¿øµé¿¡°Ô »õ·Î¿î ±â¼úÀ» ½ÀµæÇÒ ¼ö ÀÖ´Â °úÁ¤À» Á¦°øÇϰí, »ç³» ½ÂÁø °¡´É¼ºÀ» ÁغñÇÒ ¼ö ÀÖ´Â ±âȸ¸¦ Á¦°øÇÔÀ¸·Î½á °æ·Â °³¹ß¿¡ µµ¿òÀ» ÁÝ´Ï´Ù. °æ·Â °³¹ßÀ» Áö¿øÇÕ´Ï´Ù. ¶ÇÇÑ ±ã ¿öÄ¿¿Í ÇÁ¸®·£¼­ ±Ù·ÎÀÚ Áõ°¡µµ LMS µµÀÔ¿¡ ¹ÚÂ÷¸¦ °¡Çϰí ÀÖ½À´Ï´Ù. ±â¾÷Àº ´Ü±â °í¿ëÀ̳ª °è¾àÁ÷À̶ó ÇÒÁö¶óµµ ÃæºÐÇÑ ±³À°À» Á¦°øÇØ¾ß Çϱ⠶§¹®ÀÔ´Ï´Ù. Àü¹ÝÀûÀ¸·Î LMS¿¡ ´ëÇÑ ¼ö¿ä´Â ±â¾÷ÀÌ °æÀï·Â ÀÖ´Â ÀηÂÀ» À¯ÁöÇϰí Á¶Á÷ÀÇ Àå±âÀûÀÎ ¼º°øÀ» Áö¿øÇϱâ À§ÇØ Áö¼ÓÀûÀÎ ÇнÀÀÇ °¡Ä¡¸¦ ÀνÄÇÔ¿¡ µû¶ó È®´ëµÇ°í ÀÖ½À´Ï´Ù.

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀåÀÇ ¼ºÀåÀ» °¡¼ÓÇÏ´Â ¿äÀÎÀº ¹«¾ùÀΰ¡?

±â¾÷¿ë ÇнÀ °ü¸® ½Ã½ºÅÛ ½ÃÀåÀÇ ¼ºÀåÀº Á÷¿øµéÀÇ ±â¼ú Çâ»ó¿¡ ´ëÇÑ °ü½É Áõ°¡, µðÁöÅÐ ±â¼úÀÇ ¹ßÀü, È®Àå °¡´ÉÇϰí À¯¿¬ÇÑ ±³À° ¼Ö·ç¼Ç¿¡ ´ëÇÑ ¼ö¿ä Áõ°¡ µî ¸î °¡Áö ÁÖ¿ä ¿äÀο¡ ÀÇÇØ ÁÖµµµÇ°í ÀÖ½À´Ï´Ù. ±Þ°ÝÇÑ ±â¼ú Çõ½ÅÀ¸·Î ÀÎÇÑ ±â¼ú °ÝÂ÷¿¡ Á÷¸éÇÑ »ê¾÷°è´Â Á÷¿øµéÀÇ Ãֽбâ¼úÀ» À¯ÁöÇϱâ À§ÇØ Å¸°ÙÆÃµÇ°í È®Àå °¡´ÉÇÑ ±³À°À» Á¦°øÇÏ´Â LMS Ç÷§Æû¿¡ ´ëÇÑ °ü½ÉÀÌ ³ô¾ÆÁö°í ÀÖ½À´Ï´Ù. ¿ø°Ý ±Ù¹«¿Í ÇÏÀ̺긮µå ±Ù¹« Áõ°¡·Î LMS¿¡ ´ëÇÑ ¼ö¿ä´Â ´õ¿í Áõ°¡Çϰí ÀÖ½À´Ï´Ù. ±â¾÷Àº ¹°¸®Àû À§Ä¡¿¡ °ü°è¾øÀÌ Á÷¿øµéÀ» ±³À°Çϰí, ÆÀ Àüü¿¡ °ÉÃÄ ÀϰüµÈ ¾çÁúÀÇ ÇнÀÀ» Á¦°øÇÒ ¼ö ÀÖ´Â ÅøÀÌ ÇÊ¿äÇϱ⠶§¹®ÀÔ´Ï´Ù. ÇнÀ°ú °³¹ßÀ» ÅëÇØ Á÷¿øµéÀÇ ¾÷¹« ¸ôÀÔµµ¸¦ ³ôÀÌ´Â °ÍÀÌ Áß¿äÇØÁö¸é¼­ ±â¾÷Àº LMS¸¦ ÅëÇØ Á÷¿øµé¿¡°Ô °æ·Â °³¹ßÀÇ ±âȸ¸¦ Á¦°øÇÕ´Ï´Ù.

AI, ¸Ó½Å·¯´×, VR°ú °°Àº ±â¼ú ¹ßÀüÀº LMS Ç÷§ÆûÀ» ´õ¿í °³ÀÎÈ­µÇ°í, ´ëÈ­ÇüÀ̸ç, È¿°úÀûÀÎ Ç÷§ÆûÀ¸·Î º¯È­½Ã۰í ÀÖÀ¸¸ç, ÀÌ´Â ½ÃÀå ¼ºÀåÀ» °¡¼ÓÇϰí ÀÖ½À´Ï´Ù. °³ÀÎÀÇ ÇнÀ ½ºÅ¸ÀÏ¿¡ ¸Â°Ô Á¶Á¤µÇ´Â AI ±â¹Ý ÀûÀÀÇü ÇнÀ °æ·Î(Adaptive Learning Path)´Â Á÷¿ø Âü¿©¿Í ±³À° È¿À²¼ºÀ» ±Ø´ëÈ­ÇϰíÀÚ ÇÏ´Â ±â¾÷¿¡°Ô Å« ¼¼ÀÏÁî Æ÷ÀÎÆ®°¡ µÇ°í ÀÖ½À´Ï´Ù. ¶ÇÇÑ ±ÝÀ¶, ÀÇ·á, Á¦Á¶ µîÀÇ ºÐ¾ß¿¡¼­ ±ÔÁ¦¿¡ ´ëÇÑ ¿ä±¸°¡ Áõ°¡ÇÔ¿¡ µû¶ó ±ÔÁ¤ Áؼö¸¦ À¯ÁöÇϰí Ç¥ÁØÈ­µÈ ÃßÀû °¡´ÉÇÑ ±³À°À» Á¦°øÇϱâ À§ÇØ LMS Ç÷§ÆûÀ» »ç¿ëÇØ¾ß ÇÕ´Ï´Ù. ¶ÇÇÑ ¸¶ÀÌÅ©·Î·¯´×(¼ÒÈ­Çϱ⠽¬¿î ÀÛÀº ºÎ¹®À¸·Î ÄÁÅÙÃ÷¸¦ Á¦°øÇÏ´Â °Í)ÀÇ µ¿Çâµµ LMSÀÇ ¼ºÀå¿¡ ±â¿©Çϰí ÀÖ½À´Ï´Ù. ÀÌ·¯ÇÑ ¿äÀεéÀÌ °áÇÕµÇ¾î ±â¾÷ÀÌ ÇнÀ ´É·ÂÀ» Çâ»ó½Ã۰í, »ý»ê¼ºÀ» ³ôÀ̰í, ÁøÈ­ÇÏ´Â ½ÃÀå ȯ°æ¿¡¼­ °æÀï·ÂÀ» À¯ÁöÇϱâ À§ÇØ ±â¾÷¿ë LMS µµÀÔÀÌ Áõ°¡Çϰí ÀÖ½À´Ï´Ù.

ºÎ¹®

ÄÄÆ÷³ÍÆ®(¼Ö·ç¼Ç, ¼­ºñ½º); ¾÷Á¾º°(¼ÒÇÁÆ®¿þ¾î & Å×Å©³î·¯Áö, ÇコÄɾî, ¼Ò¸Å, BFSI, Á¦Á¶, Á¤ºÎ & ¹æÀ§, ±âŸ ¾÷Á¾)

Á¶»ç ´ë»ó ±â¾÷ÀÇ ¿¹

AI ÅëÇÕ

Global Industry Analysts´Â À¯È¿ÇÑ Àü¹®°¡ ÄÁÅÙÃ÷¿Í AI Åø¿¡ ÀÇÇØ ½ÃÀå Á¤º¸¿Í °æÀï Á¤º¸¸¦ º¯ÇõÇϰí ÀÖ½À´Ï´Ù.

Global Industry Analysts´Â ÀϹÝÀûÀÎ LLM³ª ¾÷°èº° SLM Äõ¸®¿¡ µû¸£´Â ´ë½Å¿¡, ºñµð¿À ±â·Ï, ºí·Î±×, °Ë»ö ¿£Áø Á¶»ç, ´ë·® ±â¾÷, Á¦Ç°/¼­ºñ½º, ½ÃÀå µ¥ÀÌÅÍ µî, Àü ¼¼°è Àü¹®°¡·ÎºÎÅÍ ¼öÁýÇÑ ÄÁÅÙÃ÷ ¸®Æ÷ÁöÅ丮¸¦ ±¸ÃàÇß½À´Ï´Ù.

°ü¼¼ ¿µÇâ °è¼ö

Global Industry Analysts´Â º»»çÀÇ ±¹°¡, Á¦Á¶°ÅÁ¡, ¼öÃâÀÔ(¿ÏÁ¦Ç° ¹× OEM)À» ±â¹ÝÀ¸·Î ±â¾÷ÀÇ °æÀï·Â º¯È­¸¦ ¿¹ÃøÇß½À´Ï´Ù. ÀÌ·¯ÇÑ º¹ÀâÇÏ°í ´Ù¸éÀûÀÎ ½ÃÀå ¿ªÇÐÀº ¼öÀÔ¿ø°¡(COGS) Áõ°¡, ¼öÀͼº °¨¼Ò, °ø±Þ¸Á ÀçÆí µî ¹Ì½ÃÀû ¹× °Å½ÃÀû ½ÃÀå ¿ªÇÐ Áß¿¡¼­µµ ƯÈ÷ °æÀï»çµé¿¡°Ô ¿µÇâÀ» ¹ÌÄ¥ °ÍÀ¸·Î ¿¹ÃøµË´Ï´Ù.

¸ñÂ÷

Á¦1Àå Á¶»ç ¹æ¹ý

Á¦2Àå °³¿ä

Á¦3Àå ½ÃÀå ºÐ¼®

Á¦4Àå °æÀï

KSA
¿µ¹® ¸ñÂ÷

¿µ¹®¸ñÂ÷

Global Corporate Learning Management Systems Market to Reach US$50.1 Billion by 2030

The global market for Corporate Learning Management Systems estimated at US$13.9 Billion in the year 2024, is expected to reach US$50.1 Billion by 2030, growing at a CAGR of 23.8% over the analysis period 2024-2030. Solutions, one of the segments analyzed in the report, is expected to record a 23.1% CAGR and reach US$32.3 Billion by the end of the analysis period. Growth in the Services segment is estimated at 25.2% CAGR over the analysis period.

The U.S. Market is Estimated at US$3.5 Billion While China is Forecast to Grow at 29.9% CAGR

The Corporate Learning Management Systems market in the U.S. is estimated at US$3.5 Billion in the year 2024. China, the world's second largest economy, is forecast to reach a projected market size of US$13.8 Billion by the year 2030 trailing a CAGR of 29.9% over the analysis period 2024-2030. Among the other noteworthy geographic markets are Japan and Canada, each forecast to grow at a CAGR of 17.9% and 20.9% respectively over the analysis period. Within Europe, Germany is forecast to grow at approximately 19.4% CAGR.

Global Corporate Learning Management Systems Market - Key Trends & Drivers Summarized

What Are Corporate Learning Management Systems, and How Are They Transforming Employee Training?

Corporate Learning Management Systems (LMS) are software platforms designed to facilitate training, learning, and development within corporate environments. They enable organizations to deliver, track, and manage employee learning programs efficiently, whether for onboarding, compliance training, skill development, or leadership training. By centralizing learning content and streamlining the administration of educational programs, LMS platforms make employee training more accessible and scalable, ensuring consistency and effectiveness across an organization. The digital transformation of learning management has enabled companies to shift from traditional, in-person training to flexible, e-learning solutions that can be accessed anytime, anywhere, which is particularly beneficial for large, geographically dispersed workforces.

The adoption of LMS in corporate settings has revolutionized employee development by supporting a blended learning approach that combines online learning, in-person workshops, and interactive elements such as quizzes and simulations. This integrated approach not only enhances learning outcomes but also allows companies to personalize training programs based on individual employee needs and roles. Corporate LMS platforms also provide robust analytics tools, enabling human resources teams and department managers to track progress, measure the effectiveness of training initiatives, and align learning outcomes with business goals. This data-driven approach to learning empowers organizations to close skill gaps, enhance productivity, and improve overall employee engagement.

How Are Technological Advancements Shaping Corporate Learning Management Systems?

Technological advancements are playing a pivotal role in shaping the capabilities and offerings of corporate LMS, making learning more interactive, adaptive, and effective. The integration of artificial intelligence (AI) in LMS platforms has led to the rise of personalized learning paths that adjust in real-time based on the learner’s progress and preferences. AI-based analytics also assist in identifying skill gaps and recommending targeted learning content, which helps in building customized learning experiences that maximize employee engagement and retention. Similarly, advancements in machine learning are enabling predictive analytics, which can anticipate future training needs based on past performance and learning behaviors, providing a proactive approach to employee development.

Virtual Reality (VR) and Augmented Reality (AR) technologies are also being increasingly integrated into corporate LMS to provide immersive and hands-on learning experiences. VR simulations are especially useful in fields requiring practical training without physical risks, such as safety protocols, engineering, or medical training. Moreover, LMS platforms are becoming more collaborative with the integration of social learning features, allowing employees to engage in peer discussions, share knowledge, and learn from each other through forums and social media-like elements within the platform. The rise of mobile learning has further driven LMS adoption, with platforms optimized for mobile devices, allowing employees to learn on the go, which is particularly important for remote workers or those in roles that require travel. These technological innovations are transforming corporate learning, making it more engaging, accessible, and efficient.

Where Are Corporate Learning Management Systems Predominantly Used, and How Is Demand Evolving?

Corporate Learning Management Systems are predominantly used across a wide range of industries that require continuous employee training and upskilling, such as healthcare, finance, retail, manufacturing, and technology. In highly regulated sectors like finance and healthcare, LMS platforms are crucial for delivering compliance training that must be regularly updated to adhere to new regulations and standards. In the technology and IT sectors, the need for constant skill development to keep up with fast-evolving technologies drives the adoption of corporate LMS to provide real-time training on the latest programming languages, software tools, and cybersecurity practices. Manufacturing companies also leverage LMS to ensure that employees are trained on safety standards and operational procedures, reducing workplace accidents and enhancing overall productivity.

The demand for corporate LMS is evolving rapidly, particularly with the shift towards remote and hybrid work environments, which has made digital learning platforms more critical than ever. Organizations are increasingly using LMS to onboard new employees in remote settings, ensuring consistent training regardless of geographic location. Additionally, the growing emphasis on employee retention and satisfaction has led companies to invest in learning and development initiatives as a way to engage and grow their workforce. LMS platforms support career development by offering employees courses to acquire new skills, preparing them for potential internal promotions. The rise of gig and freelance workers is also fueling the adoption of LMS, as companies need to ensure that even short-term or contractual staff are adequately trained. Overall, the demand for LMS is expanding as businesses recognize the value of continuous learning in maintaining a competitive workforce and supporting long-term organizational success.

What Factors Drive the Growth of the Corporate Learning Management Systems Market?

The growth in the corporate Learning Management Systems market is driven by several key factors, including the growing focus on employee upskilling, advancements in digital technology, and the rising need for scalable and flexible training solutions. As industries continue to face skill gaps due to rapid technological changes, organizations are increasingly turning to LMS platforms to provide targeted, scalable training that keeps their workforce up to date. The rise of remote and hybrid working arrangements has further boosted demand for LMS, as companies need tools that allow them to train employees irrespective of physical location, ensuring consistent quality of learning across their teams. The growing emphasis on improving employee retention through learning and development is also a major driver, with companies using LMS to offer employees career growth opportunities.

Technological advancements such as AI, machine learning, and VR are transforming LMS platforms, making them more personalized, interactive, and effective, which in turn drives market growth. AI-powered adaptive learning paths that adjust to individual learning styles have become a major selling point for companies aiming to maximize employee engagement and training efficiency. Additionally, increasing regulatory demands in sectors like finance, healthcare, and manufacturing necessitate the use of LMS platforms to maintain compliance and deliver standardized, trackable training. The trend toward microlearning-delivering content in small, easily digestible segments-has also contributed to the growth of LMS, as these systems are designed to deliver quick, on-demand training that aligns well with busy work schedules. Together, these factors are driving the adoption of corporate LMS as businesses look to improve their learning capabilities, enhance productivity, and stay competitive in an evolving market landscape.

SCOPE OF STUDY:

The report analyzes the Corporate Learning Management Systems market in terms of units by the following Segments, and Geographic Regions/Countries:

Segments:

Component (Solutions, Services); Vertical (Software & Technology, Healthcare, Retail, BFSI, Manufacturing, Government & Defense, Other Verticals)

Geographic Regions/Countries:

World; United States; Canada; Japan; China; Europe (France; Germany; Italy; United Kingdom; Spain; Russia; and Rest of Europe); Asia-Pacific (Australia; India; South Korea; and Rest of Asia-Pacific); Latin America (Argentina; Brazil; Mexico; and Rest of Latin America); Middle East (Iran; Israel; Saudi Arabia; United Arab Emirates; and Rest of Middle East); and Africa.

Select Competitors (Total 33 Featured) -

AI INTEGRATIONS

We're transforming market and competitive intelligence with validated expert content and AI tools.

Instead of following the general norm of querying LLMs and Industry-specific SLMs, we built repositories of content curated from domain experts worldwide including video transcripts, blogs, search engines research, and massive amounts of enterprise, product/service, and market data.

TARIFF IMPACT FACTOR

Our new release incorporates impact of tariffs on geographical markets as we predict a shift in competitiveness of companies based on HQ country, manufacturing base, exports and imports (finished goods and OEM). This intricate and multifaceted market reality will impact competitors by increasing the Cost of Goods Sold (COGS), reducing profitability, reconfiguring supply chains, amongst other micro and macro market dynamics.

TABLE OF CONTENTS

I. METHODOLOGY

II. EXECUTIVE SUMMARY

III. MARKET ANALYSIS

IV. COMPETITION

(ÁÖ)±Û·Î¹úÀÎÆ÷¸ÞÀÌ¼Ç 02-2025-2992 kr-info@giikorea.co.kr
¨Ï Copyright Global Information, Inc. All rights reserved.
PC¹öÀü º¸±â