Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

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pISSN : 1738-0057 / eISSN : 2671-8332
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2012, Vol.8, No.3

  • 1.

    Conceptualization of Self-Education

    조화태 | 2012, 8(3) | pp.1~33 | number of Cited : 4
    Abstract PDF
    From the conceptual scheme of traditional educational theory, in which teacher’s activity of teaching constitutes the essential element of education, the term ‘self-education’ seems to be absurd and illogical, since it poses an individual learner as an educator for oneself in place of teacher. Due to its sole emphasis on school-based education, traditional educational theory has assumed teacher as the subject of education, and student as the object. What is missing in these conceptions is the idea of an individual as the subject of self-initiated education for his/her own self-formation and self-creation. This article conceptualizes the self-initiated education as self-education, which is induced from an individual’s will to growth and self-dignity and his/her efforts for self-formation,Bildung. This article argues that self-education, which has been lost in school-based education theory, is the intrinsic and prime dimension of education which should be given light on to replenish the ideal of education, self-actualization. This article also conceptualizes ‘egagogy’* as the study of self-education, and explores its theoretical perspectives and implications for life-long education. This article suggests that life-long education theory should try a theory of self-education to redeem the self-initiative manifested in individual’s life-long endeavor for his/her own self-formation and self-actualization. * a coinage which combines ‘ego’ and ‘agogy’
  • 2.

    Analysis on Educational Requirements for Reinforcement of Lifelong Educator’s Role

    park geun soo , Kim, Juhu | 2012, 8(3) | pp.35~57 | number of Cited : 16
    Abstract PDF
    The purpose of this study is to provide basic data for reinforcing proper roles of a lifelong educator by understanding their roles and creating a bond of sympathy through a survey on lifelong educators from the point of performance level, importance, and educational requirements of lifelong educator’s role. The target of study is 219 lifelong educators and the current performance level, the current importance level, and importance level after 5 years on understanding of lifelong educator’s role were repeatedly verified with Borich educational requirements and LFF model. The results of the study are as follows. First, the current performance level of lifelong educator’s role was shown as important in orders of an expert, an information provider, and a promoter. The current importance was shown as important in orders of a promoter, an expert,and a cooperator and the important after 5 years was shown in orders of an expert, a promoter, and a planner. Second, priority order of the current educational requirements deducted from Borich educational requirement and LFF model was shown in orders of a cooperator, a promoter, and a planner and priority order of the educational requirements after 5 years was shown in orders of a developer, an operational manager, and a planner. Third,main predictable change factors that can have an effect on educational requirements of lifelong educators were shown in orders of reinforcing and spreading professionalism in performing tasks of a lifelong educator, leading changes in learning capability of an adult learner, acting with strategic thinking and systematic thinking, and establishing a strategy for using SNS lifelong education in Web 2.0 and Web 3.0 generation. This study has a significant meaning in providing information that can be used for implicative discussion and decision making about which role between the current role and the role after 5 years of a lifelong educator is more important to the person concerned and the decision maker, and what educational requirements they desire.
  • 3.

    Difference Analysis of Current Level and Necessary Level for Development on Competency of Adult Education Facilitator

    Baek, Soojung , LEE HEE SU | 2012, 8(3) | pp.59~85 | number of Cited : 19
    Abstract PDF
    The purpose of this study is to identify a gap between competencies of adult education facilitators and other facilitators by elicting competencies that facilitators should equipped within the situation of adult education and analyze the needs. While researchers and practitioners in the adult education sector have recognized the necessity of adult educators being a facilitator,the discussion of their competencies has not been satisfactory. In order to explicate the competencies of adult education facilitators, this study has used literature analysis, expert Delphi survey, and the Nominal Group Technique(NGT). 32 competencies of adult education facilitators were drawn from the analysis and questionnaires were developed based on these competencies to conduct a demand analysis of current adult educators. As a result, there appeared differences between adult education facilitators’ and common facilitators’competencies, and there were also significant differences between the current level and the necessary level in all the 32 competence items. 13 of the items, including ‘development of creativity’, ‘encouragement of the creation of group synergy’, ‘motivation’, ‘planning of strategic programs’, ‘effective feedback’, ‘problem solving’, ‘critical analysis’, ‘process improvement’,‘demand analysis’, ‘effective questioning’, ‘partnership formation’, ‘constant self-development’,and ‘learning promotion’ were elicited as priority items for development. In order to construct an effective environment of adult education based on this, this study suggests that adult educators should be recognized as facilitators and that curricula for educator training should be changed.
  • 4.

    How Lifelong Educators Perceived Their Own Occupational Images? : In the Case of Lifelong Educators in Public Organizations

    김혜영 | 2012, 8(3) | pp.87~114 | number of Cited : 9
    Abstract PDF
    The purpose of this study was to provide suggestions for the definition of the lifelong educator as a profession by examining the types of the occupational image of lifelong educators through subjective study on lifelong educators. A useful Q methodology was utilized for the analysis of the subjectivity of individuals. 22 lifelong educators in public organizations classified 34 selected Q-statements. According to the study results, the image of lifelong educators can be classified in three types: the professional, the pessimistic, and the confused. First, the professional type perceives that the lifelong educator is a professional who must go through a professional training course with the ethical standard and perform a specialized role in his area of expertise. Second, the pessimistic type perceives that the lifelong educator is inferior to other jobs and not well known, thus not promising profession. Third, the confused type denies that lifelong educator is a job, yet believes it is a profession at the same time, showing confusion in the professional identity. In conclusion, I suggest lifelong educators’ occupational images study in various practice context and establishment of professional ethics in order to the definition of lifelong educator.
  • 5.

    Development of a Smart e-learning Model for Liberal Arts Education

    Sungho Kwon , Seungyeon Han , June Lee and 1 other persons | 2012, 8(3) | pp.115~152 | number of Cited : 9
    Abstract PDF
    This study investigated a teaching model for smart e-learning as a way to improve the quality of liberal arts courses. The model suggests a blended learning, in consideration of the characteristics of the liberal arts, by appropriately combining existing teaching methods with the advantages of e-learning. The model was based on the literature reviews and a needs analysis of the stakeholders in liberal arts education. To verify the model, a pilot test was conducted in a class at the H university. According to the survey, overall course satisfaction was high and there were little or no technical obstacles for students to participate in online courses. The results of the study indicated the importance of student support in online education environment to enhance active participation, teaching presence, and instructor-student interaction. E-learning contents should be developed as open education resources, so that teaching materials in the higher education institutions are released with an intellectual property license that allows for free use, adaptation, and distribution.
  • 6.

    A Study on the Analysis of Factors that Effect on the Long Run and Short Run CTL Programs in the Universities and the Managing Strategies for Successful CTL Programs

    Park, Eunsook , Rhee, Eun Sill , Yoo Jung Ah | 2012, 8(3) | pp.153~174 | number of Cited : 24
    Abstract PDF
    The purpose of this research is to explore the CTL (Center for Teaching and Learning) programs in Korean Universities in order to examine the factors that effect for the long run and short run programs in each University and suggest the successful strategies for CTL programs. For this, this researches analyzes the 73 programs in 35 universities, and select the 11 programs in 7 universities for implementing the survey and interview with CTL operators. As the result of the research, it is found that the factors of long run programs are the political support, providing fitting programs for the participants’ need, and the marketing and supporting of the programs. The result of the research shows that it is difficult to find the specialized programs which include the educational philosophy and vision of each university in the analyzed programs, but the similar programs fitting to the circumstances of each university are being operated because each university focuses on inducing and running the popular programs. So this research suggests that the development of the unique programs that reflect on the characteristics of the university should be explored in the further research and suggests some successful management strategies.
  • 7.

    The Problems and Solutions of the Instructional Media Selection in KNOU: From the Professors’ Perspectives

    Kyoung-Ae Choi , Park, Kyungsun | 2012, 8(3) | pp.175~199 | number of Cited : 0
    Abstract PDF
    This study analyzed the problems and solutions of instructional media selection in KNOU(Korea National Open university) from professors’ perspectives. To accomplish this purpose, this research interviewed six professors who has over 5 years work experience in KNOU, and has high interest in media use. The interview questionnaire included their development experience of instructional media and their thoughts and ideas about problems and solutions related to media selection in KNOU. The interview data were recorded, transcribed, and categorized according to open and axial cording. The study showed three results regarding the problems of media selection:1) inadequacy of media selection criteria, 2) lack of rationality and systemicity in media selection, and 3) problems in terms of policies, culture, and conditions. Meanwhile,several solutions were proposed for media selection and development: 1) establishment of reasonable procedures for media selection, 2) establishment of systematic procedure for instructional design/development(adequate integration in ‘textbook-instruction-work book’ media, systematic approach in ‘instructional contents-educational activity-academic achievement’ relationship, and proper feedback system). In addition, 3) changes of regarding policies and infrastructure for media selection and development. Lastly,the theoretical and practical meanings of these results were discussed with a view-point of media selection criteria and instructional design procedures, and the limitations of this study were discussed.
  • 8.

    Analysis on Current Status of Quality Management and Strategies of Quality Improvement for Cyber University

    JoungYoungRan , Eun Jung Jang | 2012, 8(3) | pp.201~232 | number of Cited : 7
    Abstract PDF
    The purpose of this study was the analysis of the quality of cyber university and suggestions of improving the quality management for cyber universities. We analyzed current states of cyber universities’ quality management by conducting the survey, including 1,741 enrolled students and 200 faculties and administrative staffs. We developed the quality evaluation index CU_QPI(Cyber University Quality Performance Index)from the survey. As a result, students evaluated the quality performance in order of Software(76.47), Organizational(76.21), Hardware (75.21), Humanware(75.06) system. Faculties and staffs evaluated the quality performance in order of Software(78.53), Organizational(77.92), Humanware(76.72), Hardware(76.61). And also we made suggestions of strategies for improving quality management and the institutional system of cyber university in domains of software(Accreditation of educational curriculum & instructional contents, Improving educational evaluation), hardware(Expansion of digital library,Advanced e-learning system) humanware(Establishment of center for teaching and learning,Expansion of job recruiting service, Systemization of staff development programs), and Organizational(Establishing quality management organization, Systemizing cyber university’s own institution organization) system. These suggestions was derived from lists of ‘strongly improvements needed’ items & ‘improvements needed’ items through IPA analysis.
  • 9.

    The Educational Aspects of Adult Study Circle: The Case of Study Circles at Korea National Open University

    Ji Hie Suk | 2012, 8(3) | pp.233~255 | number of Cited : 4
    Abstract PDF
    The purpose of this study is to explore the educational aspects of adult study circle activities of distant learning colleges and provides the further tasks for future study circles at Korea National Open University (KNOU). The study examined the study circles of KNOU in Mindulle and Gaenari areas, and in-depth interviews were conducted targeting their members. Results showed that the study circles keep producing the unique characteristics of their own through experience involving trial and error learning. Further, the study circles were clearly divided into the learning-centered and learning and relationship-centered study circles, coping with the online learning at KNOU as a learning strategy by making progress in cooperative creating and selective using learning materials and preparing for exam. The results suggested that the study circles serve as a daily life-centered learning hub and play as a network that extends a learning network which individuals maintain, and lived experiences of adult learners in the study circles allow the students to shape identities as a student of KNOU. The study discusses the further tasks for future activities of adult study circle, including that: First, an adequate integrated support system for supporting study circles must be established. Second, study circle should be extended to regional active participations that are open to an opportunity of learning about major concentration in depth. Finally, a learning community that is appropriate for the essence of study circles needs to be built.
  • 10.

    Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility

    John Daniel | 2012, 8(3) | pp.257~284 | number of Cited : 6
    Abstract PDF
    MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Media frenzy surrounds them and commercial interests have moved in. Sober analysis is overwhelmed by apocalyptic predictions that ignore the history of earlier educational technology fads. The paper describes the short history of MOOCs and sets them in the wider context of the evolution of educational technology and open/distance learning. While the hype about MOOCs presaging a revolution in higher education has focussed on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness. We explore the paradoxes that permeate the MOOCs movement and explode some myths enlisted in its support. The competition inherent in the gadarene rush to offer MOOCs will create a sea change by obliging participating institutions to revisit their missions and focus on teaching quality and students as never before. It could also create a welcome deflationary trend in the costs of higher education.