KJC Korea
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The purpose of this study was to evaluate factors affecting daily hassles of open university students. The participants were 572 students from Jeju campus of Korea National Open University and the materials were collected from April to June 2010 using a structured questionnaire. The data were analyzed using x2-test, ANOVA and stepwise regression analysis with dummy variables. The average level of daily hassles was not high at the range of 2.78 scores. But, daily hassles scores were significant with economic level, perceived health status, exercise, fatigue, chronic diseases. The students with low economic level, unhealthy state, no exercise, severe fatigue state, chronic diseases had significantly higher hassles than the students with high economic level, healthy state, regular exercise, mild fatigue and no chronic diseases. When important variables were included in the regression model, daily hassles scores was significantly higher in students who were unhealthy state, severe fatigue state, younger age, admission of first grade, having difficulties while learning periods and having diagnosed with chronic diseases, The level of daily hassles scores were not high as a whole, but it is important to encourage the students who have high daily hassles scores. And, there is need to develop supportive programs for the high daily stress group.

This article examined the emergence and development of adult students' leadership in small groups in CSCL(Computer Supported Collaborative Learning) in a distance graduate course. 43 adult students, who were mostly kindergarten, primary and secondary school teachers, were organized into 7 groups and collaborated online through Wikis and bulletin boards for 6 weeks to write a paper about how to successfully implement CSCL in distance teacher professional development courses. The researcher observed the students' activities online from the beginning, and students' messages posted on the Wikis and bulletin boards, students' journal were collected and analyzed qualitatively. Open ended questionnaire survey for leaders in small groups was conducted and responses were analyzed qualitatively. In the results, how leadership emerged and developed in each small groups were illustrated and common patterns found in the analysis were described. Findings suggested that it is difficult to expect voluntary and distributed leadership to appear and develop in distance adult students' CSCL because of busy students' reluctance to be a leader. Online asynchronous communication, little rapport between group members, and busy and low motivated students made group communication and interaction difficult. In spite of the difficulty, it was proved that students' leadership was significant factor to complete the task. This study suggested three instructional strategies for successful students' leadership in distance adult students' CSCL.

The tutorial system in distance universities is a part of the support system for students, and the core of it is the direct support for them. This study focused on the departmental tutorial system of Korea National Open University, which is the typical higher educational distance institution in Korea. Researchers examined stories of the department tutors for the understanding about the reality of the departmental tutorial system, and the educational meaning of tutoring was reviewed. The department tutors divided the guidance strategy into the introduction period, the period to strengthen learning and the separation period. They experienced conflicts with the students' colleagues and the systematic problems, and made use of the strategy to respond to help them recover. Researchers have found that the educational characteristics of the department tutoring include integrated tutoring design, making and keeping relationships with the individual students, inducement of learning experience and promotion of practical exercise, introspection and aiming at learning community as the pivotal mediation.

This study was tried for identifying directly the possibilities for DRC to connect to advanced experiences of KNOU in the field of distance education and proposing the strategies related to connection under the theme of 'possibility of cooperation mediated by education between nations'. For this purpose, this study analyzed the collected data through interviews related to the cases of Kinshasa University and Open University, undertaking my long-term research study in DRC. DRC has no experiences of distance education. People live with economically difficulty in the enormous territory, can't fulfil the desire of learning because of absolutely short of vehicles and the number of professors. As an alternative of these problems they may consider the introduction of the distance education system that provide opportunity of higher education in the dimension of welfare. In that they have many local campuses, employ many teaching assistants, maintain low intuition fee policy, and have high rate of usage of instruments like cell phone, we can say that they have some conditions of introduction of distance education system. So KNOU may give hands in instruction to teaching and administrative personnels, consultancy of programs related to academic and students affairs, and collaborative development of educational programs.

The purpose of this study is to investigate cyber university students’ view on the career e-portfolio and suggest implications to develop this at the cyber university level. Through the examination of most recent literature and actual university cases, the current status of e-portfolio and career e-portfolio were identified. The researchers derived principles of career e-portfolio and surveyed 77 cyber university students to find the students' view on this. Through the study, we have learned the significance of career e-portfolio for cyber university students. Students especially answered the strong need to record students' information, purpose of scholarship, and achievement. On the contrary, the students reported a lesser need in recording the students' group work experience and volunteer experience. In the open-ended questionnaire, the students answered that guidelines for building a career e-portfolio is necessary.

This study analyzes the functions of Learning Management System to improve teaching and learning activities in e-learning environment. A LMS function analysis table was developed, and based on the table, a case study and a need analysis were conducted. The cases were studied with the Learning Management Systems of 5 cyber Universities and 2 e-learning companies in Seoul, Korea. 7 Professors and 137 students from the cyber Universities were participated in the need analysis. Results showed that overall functions of LMS of the 7 institutions were similar, and participants wanted more interactive functions would be enhanced. As the functions for improving teaching activity, an email management, learning progress management, poll management, evaluation management and learning support management were required. As the functions for improving learning activity, interaction, Learning progress management, information/resource sharing, and synchronous discussion were required . Finally, the development strategies of the required functions and the prototype of several representative screen designs of LMS to improve teaching and learning activities were developed.

Adult education has not only contributed to the social progress through enlightening and improving people's thought, but also to the theory of education discovering the context of teaching and learning in everyday lives. However, adult educators are not regarded as professionals who have high standards of pedagogy. Although many adult educators contribute the world as active educational agencies, their professional quality is not recognized in general with weak training system for educational practitioners. This study aims to reveal the structure and barriers of adult educators' professional identity through the personal formation of professional identity. To figure out the adult educators' professional quality, this study concentrates on the experiences of educators of NGO through qualitative methods. In NGO, educators participate in transforming our society in organizing learning communities and making networks as well as inventing the new courses which could be the agenda of the local community. As activists, they formulate their identities as 'connectors' between movement and education. They not only research the common characteristics of movement and education, but also change the traditional definition of these two spheres in their practices. Education as a transmission of scholastic knowledge turns to facilitating and organizing learners’ lives. For improving their professional quality, they reflect their practices into the standards categorizedas "internalization of educational value" and "visions of civic education". They also criticize both their practices and the categories for the whole educational capacity of their field. This shows that many adult educators are improving unique professional quality in spite of being low in estimation of society. With theoretical implication, their efforts could contribute to widen and deepen the practices of adult education.

With the increased uses of information and communication technology in society, the number of socio-cultural issues found in cyberspace has sharply increased and the impacts of such issues on the society in general have become more serious than ever. While an integrated approach combining legal, institutional and technical actions is effective to address those issues emerged in cyberspace, the internalization of cyberethics by the actors in cyberspace is fundamentally important in bringing in safe cyber environment. The purpose of the research is two-fold. First, it investigates the current level of cyberethics with regard to copyright issues in using digital resources. Second, it examines underlying reasons for ethical decisions made in cyberspace. 184 college students in a Korean university are given a survey with 10 two-tiered questions. The first-tier questions ask the participants to make a decision on whether or not a given action is ethical by answering yes or no to each question. The second-tier questions ask reasons why the participants made such decisions as answered in the first-tier questions. The results show that about 45% of the students correctly answered 10 first-tier questions. But there was a big difference in correct answers (between minimum of 5.4% and maximum of 83.6%) across the questions. The results also reveal that main ethical views were absolutism and utilitarianism when the participants pointed out a certain conduct in cyberspace as fair. However when the participants indicated a certain conduct as unfair, they used utilitarianism, ethical egoism and absolutism in explaining their ethical judgment.

This study is designed to explore the ways for enforcing a supporting system for lifelong learning cities in Busan Metropolitan Cities. For this, needs of staffs in charge of lifelong learning related work were interviewed and analyzed. Subjects are 15 local governments in Busan Metropolitan Cities, and a supporting system was analyzed in three aspects: system, networking, quality control. Especially comparisons were made between funding and non-funding groups by central government. The results are as follows. First, most of local governments in Busan areas possessed legal system, but still department or professional staff members in charge of lifelong learning related work were insufficient. Second, for non-funding group, they wanted to get funding support from central or local government, to build infrastructure, and for funding group, they wanted to get continuous and stable budget supports. Third, Both groups wanted to activate networking among human resources. For this, periodic meetings or workshops among consultative groups were activated and supported. As a result, informations or opinions were actively exchanged. Fourth, in respect of evaluation, staffs wanted to be offered specific instructions or manuals. not visible outcomes or evaluation itself to maintain the high quality. Finally, two groups, funding and non-funding from central governing, showed different needs. Funding groups demanded the supporting system to overcome difficulties in carrying out lifelong learning city projects, on the other hand, non-funding group demanded fundamental supports required to establish lifelong learning city projects.