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2010, Vol.6, No.1

  • 1.

    New Directions of University Continuing Education through case study of USA and Japan

    Lee, Hae-Joo | 2010, 6(1) | pp.1~24 | number of Cited : 29
    Abstract PDF
    There are growing acceptance of the fact that adult learners is no more minority in the universities and they want to continue their learning to increase their employability and raise their quality of life. Therefore it asks university to open its educational opportunity to everyone and to change their curriculum to vocational and practical things from academic ones. The purpose of this article is to analyze, based on case study of USA and Japan, how to change higher educational system and to find new directions of university continuing education that suit to the lifelong learning society and suggest alternatives for reform of our university continuing education.
  • 2.

    Case Study of Residents-led Lifelong Learning town

    박은미 | choi rayoung | 2010, 6(1) | pp.25~46 | number of Cited : 14
    Abstract PDF
    This Case study of Residents-led Lifelong Learning town. Conducted by a qualitative case-study method, this study selected two towns: C town, a retirees-led lifelong learning town and S town, a town leader-led town. Primary findings of this study are as follows. Building a lifelong learning town was a process for residents to identify and solve their problems through learning activities. The process needed not a quick-fix practice but continuous repetitions. To insure this continuation, the residents must be the leading elements (i.e. leadership, partnership, prompting participation and networking) in building a lifelong learning town. Moreover, local governments had to teach the rationale of the project and provide active cooperation at least until the stabilization of residents' capability and project. The leading actions of residents were found to quickly stabilize with appropriate support from administration.
  • 3.

    Exploring the cognitions of welfare beneficiary on lifelong learning

    김경숙 | 2010, 6(1) | pp.47~63 | number of Cited : 4
    Abstract PDF
    A change of a higher education system is Higher Education that improved the number of Lifelong learning and also is changing a concept itself. If Lifelong learning at university can be provided ‘for free’ to neglected people, Lifelong Learning could idealize the society - ‘Education to anyone, at any where!’Throughout the individual interviews, this research had discovered, analyzed and essentially approached how Lifelong Learning at university is meaningful and effective. Here are the questions during the research. 1. Why did you choose Lifelong Learning at university?2. After you have noticed how effective this study is, was there any change in your life through the interview about the study?3. Please explain and organize the affect of study in detail, and what kind of social meanings do they hold?It is necessary to find out how Lifelong Learning is generalized, consumes a high leveled indication ability and developing ability of participate in society to the learners.  Also, it is important to know if Lifelong Learning had created more positive effectiveness than their current job and also if it changed any of their attitude. It is important to know if attending Lifelong Learning University had affected them or not. Is it possible to analyze the change in the meaning of society?  And how?If the free tuition had satisfied you after attending this education, how did it happen?These are the examples of the research based on critical mind. A method of this research is a narrative analysis about individual interviews and 3-4 meeting discourses.  The researcher had collected the meeting discourses then discussed about learning effectiveness that are led by the learners.  They contextualized and analyzed within the discourse and they take over important narratives.  After all, they separate the learning effectiveness types.
  • 4.

    Relationships among Learners' Sense of Community, Participation, and Satisfaction in an Online Collaborative Learning Environment

    진성희 | Dongjoo Lee | 2010, 6(1) | pp.65~87 | number of Cited : 24
    Abstract PDF
    The purpose of this study was to investigate the relationships between the level of learners' sense of community and learners' participations in online discussions and between the level of learners' sense of community and learning satisfactions in an online collaborative learning environment in which learning activities for facilitating learners' sense of community were provided. The results of the study showed that there was significantly positive correlation between the level of learners' sense of community and learners' participation in online discussions. And, the results of analyzing the types of messages which learners wrote in online discussion bulletin boards showed that the percentage for each type of the messages in two groups with relatively high level of sense of community was approximately 30% for social messages, 30% for interactive messages, 30% for cognitive messages, and 10% for meta-cognitive messages. However, there was no significant correlation between the level of sense of community and learning satisfaction. Based on the results of this study, the implications for operating online collaborative courses and further research were suggested.
  • 5.

    Teachers' levels of use of blended learning: Focused on using Cyber Home Learning

    Seungyeon Han | Hyungsoon Lee | 2010, 6(1) | pp.89~112 | number of Cited : 3
    Abstract PDF
    The purpose of this study was to investigate diffusion strategy for blended learning in K-12 settings. The research question was what are teachers' actions in blended learning practice. The conceptual framework of this study was CBAM(concerns-based adoption theory). Semi-structured interviews and LoU(Levels of Use) were used for data collection. In terms of LoU, while leading teachers are over IVB level (refinement), non-user teachers are I level(orientation). Leading teachers employed various methods for blended learning but they were not willing to collaborate with colleague yet. Non-user teachers were interested in blended learning but were not ready to practice in their classrooms.
  • 6.

    Adult Learners' Preference for Online Interaction in Distance Education

    Young-Sook Jung | Jihoon Sung | 2010, 6(1) | pp.113~135 | number of Cited : 8
    Abstract PDF
    As the development of information & communication technology enables online interaction to be used in education, there is a movement that improves the quality of education through the online interaction in distance universities. Successful boost of online interaction requires understanding how adult learners in distance university actually perceive the online interactions This study investigated adult learners’ preference for learner-instructor and learner-learner online interactions in diverse perspectives through the use of a survey. According to the results, adult learners’ preference for online interaction was distributed into non-preferred, neutral and preferred groups in similar ratios. Their preference for learner-learner interaction was slightly higher than learner-instructor one. In demographic factors, females preferred online interaction more than males, younger people more than older, lower education background more than higher one, and full-time students/ housewives more than jobholders. In the aspect of interaction types, affective and social interactions were more clearly related to adult learners' preference for online interaction. There was a positive correlation between actual interaction frequency and prefere6nce for online interaction. These findings imply that adult learners’ preference for online interaction is related to previous interaction experiences as well as demographic factors. Therefore, the selection and the introduction of online interaction in distance education need to consider the characteristics and needs of online interaction (non)preferred groups.
  • 7.

    Towards the Political Economy Perspective on Lifelong Learning in Globalization

    윤창국 | 2010, 6(1) | pp.137~165 | number of Cited : 0
    Abstract PDF
    Generally, the political economy perspective is considered as an old theory to understand lifelong learning in the current society. However, with increased situation of globalization, the political economy perspective can still provide systematic and analytic theoretical lens to the lifelong learning. Based on this belief, this paper investigates three topics: (1) What is the meaning of globalization and the fundamental driving force of it, (2) How the political economy perspective understands and analyzes lifelong learning in globalization and (3) What implications of political-economy perspective to lifelong learning are. This paper largely consists of two parts. The first part critically reviews diverse perspectives on the globalization and investigates what is the strength of the political economy perspective in understanding the globalization. The second part gives the more focus on the analysis of lifelong learning in globalization from the political economy perspective and the implications of it to the development of theoretical and practical dimension of lifelong learning.