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2009, Vol.5, No.1

  • 1.

    Social Education is from Mars, Lifelong Education is from Venus

    Han, Soonghee | 2009, 5(1) | pp.1~18 | number of Cited : 19
    Abstract PDF
    This article argues that the concepts of ‘social education’ and ‘lifelong education’ had been rooted and developed from different origins and theoretical foundations. Although mixed in usage, it shows the two concepts has evolved from the clearly different species, as like one from Mars and the other from Venus. The article shows that the academic irrationalities and conceptual mistakes for last ten years in the academic community, or lifelong education societies in Korea, have been based on the simple mistake of identifying the two key concepts each other without further in-depth philosophical analysis. The concept of lifelong education, I argue, stands for a chosen perspective or theoretical construction invented to understand and re-structure the educational practice and theory, while the term social education stands for the field of practice, contrasting to school education, as more focusing on remedial and compensatory education for the marginalized. This article, based upon the presumption, explains further on the nature of the chosen perspective that lifelong education has built in the last several decades in Korean academic community.
  • 2.

    The index of participation condition and needs analysis of lifelong learning - focused on the citizen in gangnam-gu, Seoul -

    Dae-Bong Kwon | 김정주 | 김재현 and 1other persons | 2009, 5(1) | pp.19~44 | number of Cited : 9
    Abstract PDF
    In the knowledge-based society, to have everlasting development and competitiveness each society should provide equal learning opportunity and encourage learning of people. Lifelong learning is revitalized as a form of lifelong learning city(LLC) which is focused on the development and change of society. Lifelong learning city is one of the lifelong learning policy to realize the idea of lifelong learning. This study analyzed the participation and need-analysis of Kangnam-gu Seoul, to make need-based lifelong learning city using structured questionnaire. Specifically this study investigated the necessity of lifelong education, the participation condition of lifelong education, the cognition toward regional society. Kangnam-gu citizens showed that over 80% of citizen need lifelong learning, and over 75% of citizen showed the intention of participation in lifelong learning. The non-participation reason showed ‘Do not know the lifelong education program’(42%), ‘Do not match time’(19%). Thus aggressive marketing and control of time is very necessary. This study shows implications to develop into vital learning community, lifelong learning city. Like more regional, more global, through this study lifelong learning city will become a global learning community for citizen.
  • 3.

    Current Status and Future Tasks of e-Learning Contents Design in Corporate Education

    Leem, Jung-Hoon | 2009, 5(1) | pp.45~72 | number of Cited : 3
    Abstract PDF
    The purpose of this study was to investigate the current status and future tasks of e-Learning contents design, and to analyze the main characteristics of well-designed e-Learning contents in terms of instructional design in corporate education. To accomplish the purpose of the study, evaluation and intensive analysis by e-Learning experts was conducted with 15 e-Learning contents that were submitted to education/training program contest in 2008. The current status of e-Learning contents design in corporate education were as follows: 1) tutorial-based contents design, 2) use of character as a instructional guide, 3) presenting various cases, 4) interaction design, 5) design based on Flash animation, 6) providing audio narration, 7) sequential menu design, and 8) contents design focused on clerical staffs. In conclusion, some political recommendations as future tasks for improving quality of e-Learning contents design were suggested as follows: 1) financial support for designing contents based on current instructional design theories and models, 2) revising and improving evaluation criteria for e-Learning contents assessment, 3) developing and distributing design guideline adequate to types of business, and 4) linking between academic research outcomes and their application to workplace.
  • 4.

    The investigation on the plans about connections of learning experiences in the Lifelong Learning AccountI

    허준 | 2009, 5(1) | pp.73~94 | number of Cited : 4
    Abstract PDF
    This study is abut plans to connect learning experiences under the Lifelong Learning Account which Lifelong Education Act prescribes. These connections means those among scholarships, qualifications and lifelong learning experiences. So First I analysed present states about connections among learning experiences and Secondly I groped plans to connect them through all levels and life wide. I suggest three problems to solve preferentially as follows: 1) making learning products into some quotient, 2) fixing standard level, 3) building quotation systems in each level. And I tried to show how learning experiences can be connected in this system. But I also asserted that more subvertive imagination power based on the idea of lifelong education is needed not to result into over formalisation of lifelong learning.
  • 5.

    A Study on Environment of e-Learning based Lifelong Learning for Development of Business Ability - Focused on Ubiquitous and Web 2.0 -

    장영범 | 2009, 5(1) | pp.95~122 | number of Cited : 1
    Abstract PDF
    We live already in the ubiquitous life zone where everything always changes. Learners live in an information-oriented age of 21st century, who are familiar with a computer, a keyboard of cell phone, and an online rather than a pencil and an offline. In this variable environment, e-learning is managed to become the first change of the way of learning. This study analyzed the future of lifelong learning for development of business ability. As growing trend of information technology, the concept of education changed by ubiquitous computing and web2.0 trend. This study derived the environment model of u-learning for business ability. U-learning is the complementary and advanced learning system, and environment model leads cyber learners' participation and effectiveness.as built in the last several decades in Korean academic community.
  • 6.

    A preliminary theoretical approach to the quality of life as fundamental aim of lifelong education

    ChangyubKim | Nakdon Sung | 2009, 5(1) | pp.123~146 | number of Cited : 13
    Abstract PDF
    In the discourse on lifelong education, lifelong education is almost uniformly suggested to contribute finally to the sustenance and improvement of the quality of life. Nevertheless, the concept of the quality of life has not reached any firm definition, either socially or academically. In fact, it seems to be viewed and understood in even conflictual ways. Where there is no consensus on the fundamental goals of lifelong education, the practice of lifelong education, in such situation, may go astray. Such situation can hardly accelerate the embodiment of the ideal of lifelong education. The quality of life thus needs to be elaborated and defined fully enough to guide and support the diverse forms of practice in lifelong education. This study attempts to generate an overarching theory that critically reviews each major view of the quality of life. First, in the concept of quality of life suggested by the UNESCO, both the individual good and the social good are the primary concepts to be sought for. The aim of lifelong education in such sense is to realize the both noble goods. Second, in the idea of quality of life promoted by most governmental bodies, no other condition than the economy is regarded as the basis of the quality of life. The lifelong education in this assumption is assumed to strengthen overall economic conditions of both individual and collective life. Third, the quality of life defined from the perspective of the individuals, the main ingredient is the level of satisfaction with the everyday living as an experience perceived by the each individual. In this perception, the lifelong education is expected to help increase the felt happiness with the process as well as the outcome of the daily living. Encompassing these reviews, this study suggest that the quality of life be defined as the concept that consists of three main components, i.e. the basic condition or standard of living, the direction or ideal of life, and the individual or personal participation and freedom of choice. The quality of life in the suggested concept then asks for corresponding theory and practice of lifelong education. That is, the main avenues of lifelong education need to be exploited fully and properly. What is more, the sufficient harmony ought to be pursued among general liberal education, vocational and professional education, social civic education.
  • 7.

    Buidling Strategic Plans of Lifelong Learning in Ubiquitous Society Through SWOT Analysis of Advanced Countries's Polices

    LEE, YOUNG-MIN | 2009, 5(1) | pp.147~175 | number of Cited : 3
    Abstract PDF
    The purpose of the study was to suggest a strategic plans, including future tasks for promoting lifelong learning in ubiquitous society. In terms of the review of literature and policy analysis regarding lifelong learning policies and ubiquitous technology policies across nations, we assessed them, using SWOT technique (strengths, weaknesses, opportunities, and threats). Based upon the result of SWOT, we set a new vision for promoting lifelong learning in ubiquitous society in the name of “the construction of ubiquitous learning nation” and suggested four planning strategies: 1) the strengthening of citizen's learning capabilities; 2) the diffusion of learning culture across the society; 3) the innovation of nations' learning support system, and 4) building learning partnership with international countries. We finally addressed a series of specific tasks to be conducted.
  • 8.

    A New Conception of Multicultural Education: Multicultural lifelong Education

    BAE, YOUNGJU | 2009, 5(1) | pp.177~197 | number of Cited : 18
    Abstract PDF
    Sudden increase in emigration population gave us new problem of coexistence with other peoples or cultural groups who had different cultural background or customs. It triggered off the showing up the multicultural education in our society. But I'm not sure how faithfully the existing multicultural education has served till now for realizing its ultimate object, cultural pluralism. In this article, I maintained that the realization of the cultural pluralism could be possible only when we removed from the traditional educational paradigm and adopted a new educational paradigm, ‘lifelong education' onto it. As a new kind of educational standpoint, lifelong education stresses the life-long and life-wide extension and integration of all the education and put learning and learner to the center of education in place of teaching and teacher. In case of taking this lifelong education as a new paradigm on the multicultural education, I think, it could be possible to extend the subject and domain of it to all and let the learner be a person in charge of the new cultural experiences. In this point, I proposed that multicultural education should be shifted to the multicultural lifelong education for the realization of cultural pluralism.
  • 9.

    Internet Integration Strategies of Public Educational TV Stations

    Insung JUNG | 2009, 5(1) | pp.199~217 | number of Cited : 0
    Abstract PDF
    This study examines how public educational TV (E-TV) stations in Korea, Japan, the UK and Canada have incorporated the Internet into broadcasting services as a result of their differing views of the Internet as a medium, applying documents analysis, website analysis, and in-depth interviews as main methods. Stations that perceive the Internet as a supplement to TV broadcasts have focused their online activities on providing already broadcast programs and advertising their own programs while stations that view the Internet as one of their key media have adopted a multi-platform approach, using the Internet to offer original content and activities, and creating new service opportunities. Compared with commercial broadcasters, E-TV broadcasters do not see great revenue-generating potential for their Internet operations. However, it is also noted that some e-business models that promote revenue-generating activities have begun to appear in the E-TV stations where public subsidies decrease. Future research areas are suggested as a result of the study.
  • 10.

    Socially situated learning and activities at the bible study group in Korean church

    Park, Sangok | 2009, 5(1) | pp.219~245 | number of Cited : 0
    Abstract PDF
    This study focuses on learning phenomena within the cultural and social context. For this study, I explore the learning process as it relates to the interaction between individuals and their environment, not simply the psychological development within an individual, nor the imposition from above and outside influences. The target in the study is a bible study group, called “Soon” in Korean, belonging to the Korean church in the United States of America. In the study, I explore how the members learn through group activities in the context in which they and the group are situated. I use activity theory as a theoretical framework, which is the perspective on the cultural and social context of learning. Activity theory explains development and learning as a societal process of appropriating historical experience in the form of actions and meanings. Through the explanations of the cultural and societal process which internally connect the individual with the society, activity theory overcomes the limit of Dewey’s idea which simply emphasizes the interaction between the individual and the society. The study discovers that all of the activities at the bible study group have been situated and formed in the social and cultural context. Above all, “Soon” has evolved around Korean students’ society, dependent upon the condition of the community of the students studying abroad. The motivation to maintain their continuous participation in the cell group also has been influenced by their willingness to join a new society and to encounter similarly situated persons. The activities at the meeting and mealtime, and sharing the perspectives on the Bible and the prayer items with one another, could be related to and significant in the context that the members as students studying abroad were situated in, that is, they had difficulties in having Korean food, adapting to a new environment, and studying abroad. In conclusion, we need to understand the humankind’s learning as the participation in a socially constituted world, when based on an approach to socially situated activity.