'Journal of Lifelong Learning Society'(JLLS), published by the Institute of Distance Education at Korea National Open University, is an academic journal which explores the overall theories and practices including ideologies and philosophies, educational structures and policies, educational methods and strategies related to lifelong learning and learning society, in order to contribute to facilitating new developments and exchanges and further to realizing a lifelong learning society. JLLS not only incorporates fields including lifelong education, higher education for adults, distance education and educational technology, but also comprehensively deals with general pedagogy deliverables that suggest theoretical and practical arguments regarding the visions, ideologies, systems and policies of lifelong learning and learning society in the fields of vocational training for adults, education for the disabled and multi-cultures, educational psychology, human resource development and others.
The purpose of this study is to investigate the meaning and essence of college students’ voluntary participation in educational service in the unstable learning situation of non-face-to-face and face-to-face classes due to COVID-19. For this purpose, data were collected by conducting questionnaires and in-depth interviews from July to August 2020 for 18 college students who voluntarily participated in educational volunteer activities, and data were analyzed using Giorgi(2004)’s phenomenological research method. As a result of the study, two meanings of the educational volunteer experience were derived: ‘Precious happiness shared together and meeting’ and ‘me, you and a beautiful class we made’. Seven sub-components were derived: ‘when fear turns to joy,’ ‘the preciousness of another experience in time together,’ ‘the meaning and necessity of a short but intense face-to-face class,’ ‘a lesson where normal daily life remains precious,’ ‘from the excitement of the beginning to regret at the end,’ ‘self-reflection on myself through experience,’ and ‘another challenge to dreams.’ The results of this study will be able to contribute to laying the foundation for a meaningful way for college students and pre-service teachers who want to do educational service in the future, about the correct perception of educational service and how to operate it.
This study aims to analyze how North Korean defector college students deal with various problem situations they face in college life. To accomplish this purpose, an interview survey was conducted on 14 NK students with excellent academic performance and grounded theory was adopted as a research method and analyzed. As results, firstly, NK students perceived that they faced relatively higher barriers to college life adjustment and career development than South Korean college students. Secondly, the decision-making process related to university entrance by NK students was ambiguous, and a result, they had doubts about staying in college and had a negative effect on career development. Thirdly,the central phenomenon that NK students do not understand college classes and the causal relationship surrounding it were analyzed. Finally, a characteristic theory of the academic maintenance capacity of NK students was presented through a hypothetical stereotyped process of interview cases. Based on these research results, theoretical and practical implications are suggested.
The purpose of this study was to investigate factors influencing the academic persistence of adult learners based on a case of an open university in Korea. In order to successfully discover and accurately examine the effects of students’persistence, we considered differentiated group-level effects within a nested data. Using data collected from an open university in Korea, we applied the Hierarchical Generalized Linear Model, which treats individuals (level-1 units) as nested with in department level (level-2 units). To this end, we tried to predict group-level effects on academic persistence of adult learners. We especially focused on identifying observed department-level effects in our predictive models. The results of the study suggested that both individual-level and department-level covariates show statistically significant effects on student academic persistence. In particular,we discovered that department-level effects such as the offline attendance system evaluation and the online learning system satisfaction in an online learning environment can significantly contribute to students’ persistence in the open university contexts.