KJC Korea
Journal Central

The purpose of this study was to examine the effect of adult learners' emotional intelligence and self-efficacy on interpersonal characteristics with others. For the purpose of this study, we researched 338 adult learners who study in the life-long educational institution in Seoul. The methods for this study were AEQT(The Adult Emotional Quotient Test) which was developed by Moon(1996) based on the Mayer and Salovey(1990)'s emotional intelligence mode, Kim(1997)'s general self-efficacy measure, and KIAS(The Korea Interpersonal Adjective Scales) developed by Jung(2004). Interpersonal characteristics can be divided into two sections; one is desirable section, or affection, the other is undesirable section, or regulation. The results of this research are as follows: interpersonal characteristics are described meaningfully by adult learners' emotional intelligence and self-efficacy. To put it concretely, adult learners' explanative of emotional intelligence on desirable section was 25.7%, while that on undesirable section was 21.6%. Also, their explanative ability of self-efficacy on desirable section was 19.6%, whereas that on undesirable section was 16.2%. From this study, we can know that expressing and behaving after understanding oneself and others' emotion and the faith about individual perceiving ability have an meaningful influence on the interpersonal characteristics.

The purposes of this study were 1) to identify and compare the factors affecting dropout consideration between non-distance education and distance education university students, and 2) to suggest practical strategies to prevent university students’ dropout. 350 students attending universities located in Seoul and Gyeonggi Province participated in this research. The survey questionnaire was consisted of 70 items. To analyze collected data, factor analysis was conducted. The results were as follows: First, graduation requirement/teaching evaluation, internal- and/or external support from family and university, instructional design, major effectiveness, and conditions and quality of teaching and learning were identified as the five factors affecting dropout consideration of non-distance education university students. Second, graduation requirement/evaluation, support services from university, instructional design, perceptions of major, and learning activities/content were revealed as the five factors affecting dropout consideration of distance university students. Third, the factors affecting dropout consideration by each group were significantly different. Based on the results, five strategies for preventing university students’ dropout were suggested.

The purpose of this study is to analyze the adult learners' perception of the need for assignment feedback in distance higher education. Recent literature has paid attention to the use of feedback as formative assessment in the view of constructive learning and lifelong learning. Despite the student-centered approaches on assessment, little has been researched on students' perception of the need for assignment feedback. This article presents an analysis of the survey results of 5,078 students in a distance university. The survey investigated the distance university students' perception of the need for assignment feedback, students's characteristics influencing on the perception, and the relation between students' characteristics and the perception of the need for assignment feedback. The survey result showed that most of the students perceived the need for assignment feedback. In addition, the perception was affected by skills of preparing for assignments, learning motives, learning communities and age. The research findings are discussed in the light of the current state of assessment practice along with the suggestions for the future research possibilities in this area.

The present study investigated the moderating effects of academic self-efficacy and task-value on the main effect of academic stress to the achievement in cyber university. Cyber university students are experiencing hardships such as lack of interaction, individual' difficult situation, lack of administrative support, low recognition and lots of lecture contents. These hardships cause academic stress, and affect negatively on achievement. So this study investigated moderating variables between academic stress and achievement. For this study, W cyber university in Korea was chosen. The subjects were 253 students who enrolled in the fall semester of 2011. The results of Step-wise multiple regression analysis are as follows. First, academic stress predicted significantly on achievement. Second, although academic self-efficacy predicted significantly on achievement, academic self-efficacy did not perform as moderator between the major variables. Third, the moderating effect of task-value was evidenced. Based on the result of this study, following suggestions were proposed. First, it needs to place counselors and advisors for decreasing academic achievement. Second, it is essential to create practical instructional strategies to increase self-efficacy and task value.

As recent interests in Smart Learning are growing, different strategies are suggested to vitalize the Smart Learning. Through concepts and features of Smart Learning suggested until now, this study shows that self-directed learning is the essence to invigorate the Smart Learning. And it confirms that Smart Learning environment is the optimum to facilitate learner’s self-directed learning experiences. To prove the aforementioned, it covers the concept of self-directed learning and its strategies and shows how they can materialize with technological supports of Smart Learning presented so far. The study shows how the Smart Learning environment supports of self-directed learning strategies according to the learner’s level of self-directed learning.

The purpose of this study was to analyze predicting variables of the learning flow and the procrastination in the university e-learning. Based on literature reviews, academic self-efficacy and achievement goal were used as variables of learning motivation, and also self-regulated learning strategies and self-handicapping strategies were used as a variable of learning strategies to see the relationship with learning flow and procrastination. Participants were 121 students taking an e-learning course for undergraduates at K University. Collected data was analyzed in the following two ways: correlation analysis and regression analysis, respectively. The results of the research are listed below:First, it turned out that the academic self-efficacy and the self-regulated learning strategies predicted the learning flow positively. Second, the performance-avoidance goal and the self-handicapping strategies predicted the procrastination positively but the academic self-efficacy and the self-regulated learning strategies predicted the procrastination negatively. Third, the self-regulated learning strategies mediated between the academic self-efficacy and the learning flow. Fourth, the self-handicapping strategies mediated between the performance-avoidance goal and the procrastination.

This study aims to explore the leadership of the local education network (LEN) by conducting a case study of three LENs which have been considered as successful models by the Samsung Dream Scholarship Foundation. For the analysis, in-depth interviews of the leaders of the three LENs as well as an thorough examination of the related documents were conducted. The results of the study show that the leadership of the three LENs have the following characteristics in common: 1) the leaders hold their values towards the welfare of the children in their local areas and strengthen the internal motivation of the members of the LENs for their activities by giving meaning to those activities constantly; 2) the LENs give their priority to their human resources and thus emphasize the professional development as well as experiential and practice learning of their members; 3) the LENs facilitates the communication and interaction among the network members based on the empathy and support; and 4) the leaders of the LENs encourage the autonomy and participation of the network members by delegating their own authorities to them. Altogether, these results suggest that the success of the LENs requires an alternative leadership which is different from the traditional leadership which relies on the official position and authority of a leader.