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pISSN : 1738-0057 / eISSN : 2671-8332

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2011, Vol.7, No.1

  • 1.

    Educational Digital Resource Bank Model design for Learning Eco-system in convergence age of communications and broadcasting

    Dukhoon Kwak | 김경 | Ko, Beom-Seog | 2011, 7(1) | pp.1~15 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to establish a plan of digital learning ecological system design and construction of EBS in order to actively respond to the changing environment in the digital convergence era. The necessity of digital learning ecological system building was derived from behavior change of broadcast media and educational needs of schools, appropriate support to the new millennium learners, and meaning and value of digital learning resources through literature review. The purpose of digital learning ecological system building was set reinforcement of learning and teaching efficiency objectives, enhancing of educational opportunities and quality, and cost savings through joint use of contents. In addition, the method of digital learning ecological system building was established EDRB (Educational Digital Resource Bank) scheme, the resource configuration, and the model using seven steps. The construction of digital learning ecological system will enable to meet the diverse needs of EBS, and reinforce the services that meet a educational paradigm shift.
  • 2.

    The Effects of Mobile Learning for Just in Time Learning on Learning Satisfaction and Learning Competence

    하영자 | 2011, 7(1) | pp.17~41 | number of Cited : 16
    Abstract PDF
    The purpose of this study is to analyze the effects of mobile learning for just in time learning on learning satisfaction and academic achievement. This study was based on a survey of 597 learners of the public sector in 2010. The analysis results showed that only mobile learning contents have impact on learning satisfaction and learning competence. Mobile learning content predicted self-directed learning capability, but both mobile learning content and usability predicted problem solving capability. And learning satisfaction have impact on learning competence. Based on these results, this study suggested practical mobile learning strategies to strengthen learning satisfaction and learning competence as well as to improve content's quality and usability.
  • 3.

    A study on the Paradigm shift toward Community based lifelong education

    Lee, Hae-Joo | 2011, 7(1) | pp.43~59 | number of Cited : 9
    Abstract PDF
    Local community was the base of traditional lifelong education. Therefore, in the history of lifelong education, many educators has been devoted their efforts to their community for the realization of community integration and development through education of the marginalized. However, owing to the influence of globalization and neo-capitalism, current system of lifelong education has been changed to be efficient, centralized, individualized. So it is criticized in the fact that it does not meet the original ideals of lifelong education. With this view point, this study tried to disclose problems of current lifelong education that is directed by government, and planed by central educational institution. It should be programmed by local resident, and participated by them for the development of local community. So I suggested to go back to the community education and make a learning community in local area. Learning community can be a tool for the community development in which learners can study by themselves according to their interests and discuss, participate to the problems of community to solve it. Hence, Learning community can bring changes of modern society and make our community just for real learning society.
  • 4.

    Research Trends in Korea on Critical Thinking Education and Lessons

    방선희 | 2011, 7(1) | pp.61~83 | number of Cited : 25
    Abstract PDF
    The importance of critical thinking has long been emphasized in education. This study attempts to examine the trends in Korean research so far on this subject and to present the current state of critical thinking education and future research proposals. For this, 114 papers related to critical thinking published for 12 years from 2000 to 2011 were analyzed and the collected materials were analyzed according to five standards such as the research subjects, research theme, research methodology, the environment in which research took place and the fields on which research was carried out. The study presents the results together with the future direction for research on critical thinking education. This study has found out, first, that research on critical thinking education for various age groups from primary school to universities is being carried out. Accordingly, more research on critical thinking education reflecting the characteristics of each age group and school system is necessary. Second, studies organizing the definition and concepts, teaching methodologies and class models for critical thinking education were most prevalent. In particular, much research has been carried out on proposing special teaching methodologies to foster the ability to critically think. As such, more research verifying quantitatively and qualitatively the studies so far carried out on critical thinking is necessary. Before presenting teaching methodologies, a consideration of the distinctive characteristics of the fields is necessary. Third, more research should be carried out on evaluation tools to measure the achievements of critical thinking education and the critical thinking trends. Fourth, research so far on critical thinking education has mostly been focused on off-line education and as such, more research needs to be carried out on on-line education for critical thinking. Fifth, various subjects have shown the need for critical thinking education. Therefore, the purpose of critical thinking education by subject should be surveyed and the distinctive characteristics of each field should be reflected when discussing teaching methodologies for critical thinking.
  • 5.

    An Analysis on Adult Learner’s Learning Style: Focused on A Local Government public servant’s personal variables and organizational variables

    park geun soo | 2011, 7(1) | pp.85~108 | number of Cited : 0
    Abstract PDF
    The purpose of the study was to understand adult learner (especially, public servant)’s learning style by investigating and revealing what significant differences there are in learning style followed by their personal variables (sex, age and educational background) and organizational variable (position) applying Kolb’s learning style and to utilize them for basic data to establish personal and organizational life-long learning strategy and public servants educational training plans. As results of the study were as follows. First, public servants had significant differences in concrete experience followed by sex. Namely, women had more concrete experience than men. Second, public servants had significant differences in reflective observation and abstract conceptualization followed by age. The reflective observation and abstract conceptualization were higher as their age group became higher. Third, public servants had significant differences in concrete experience and reflective observation followed by educational background. High school graduates had more concrete experience than university graduates. University graduates had higher reflective observation than high school graduates. Fourth, public servants had significant differences in concrete experience, abstract conceptualization and active experiment followed by position. Concrete experience, reflective observation and abstract conceptualization were higher as their position became higher. The results of the study have implications as below. First, in personal meaning, they imply that public servants should diagnose their learning style regularly in the side of life-long education and be suited to continuously-changed learning change positively. Second, in organizational meaning, they imply that local governments and public servants training agencies should accept them in the viewpoint of HRM and intervene into improving educational training programs according to each change of learning styles.
  • 6.

    Understanding Hansen’s learning experience through participating in lifelong education programs: A case of the Hansen community in P city

    kim kyu ok | Choi Un-Shil | Kim Hanbyul | 2011, 7(1) | pp.109~128 | number of Cited : 3
    Abstract PDF
    Due to their physical problems and historically constructed symbolic stigma, Hansen people have historically experienced social exclusion. Therefore, they have been a marginalized group in the field of lifelong education. The purpose of this study is to understand Hansen's learning experiences while participating in lifelong education programs provided by a local government. In order to achieve this purpose, a qualitative case study design for a Hansen community in P city is adopted. As a result, providing learning opportunities and helping the Hansen's learning activities can have been useful for the improvement at not only the individual but also the community levels. They can have a chance to reconsider their life and the world around them, and thus, have positive self-concept Furthermore, based on positive self-concept, they have tried to understand their community members, and to collaborate with them in order to their shared community problems. By doing so, the Hansen people in the community have a learning experiences developing their perspectives from ‘me’ focus to ‘others’ or ‘us’ focus.
  • 7.

    Ecological Analysis of a Community Learning Activity in a Rural : The Case of Hangkun Lifelong Learning Community at Y-City

    Sun Kyoung Park | 2011, 7(1) | pp.129~152 | number of Cited : 8
    Abstract PDF
    The purposes of this study are to reinterpret the existed concept of learning community. So, this research is to investigate a community learning activity in a rural, how to adapt to new conditions and in balance learning community formation from adaptation, harmony and change based on ecological approach and draw ecological characteristics showed in its formation process. Data are collected by reference, interview, observation, conversation by Hangkun town in Y-City, which made Lifelong Learning Community in aging society and operated Lifelong Learning center. The leadership of the community leader became a motive for an active participation of community residents and minimize confusion and discord. And Leaning results of aged learners were showed as the strongest change-promoting factors with perception change of people around then, such as other learners, village leader, families, neighbors, etc. and reciprocal interactions. Also, rural people preferred community learning rather than individual learning. The community learning through interaction is more effective than the private learning. the Performance of study and compliment make self-esteem and motive of participation. Accessibility and Cooperation of external experts, supplements of no experts, influences on a consistent learning activity and a formation of learning community based on trust and solidarity. For the main ecological learning characteristics showed in the learning community’s formation process, there were durability of learning, external effects of learning maintenance and its promotion, mutual dependence and reciprocality.