This study started from awareness of problem that diversity and multiculture can be a double-edged sword which can be a dynamic of a great opportunity for this society and organization but can lead to dangerous result at the same time. Key to solving the problem depends on establishment of organization culture that is learned to embrace a diversity in other words, establishment of learning organization and its basis relies on convergence of informal learning and collective intelligence.
The findings of this study are as follows. First, factors that should be considered preferentially irrespective of level of learning organization are unilateral assimilation expectation(+).
Second, When analyzing areas and levels of learning organization, it is revealed that cultural area should be considered placed before infrastructure area and system area and spontaneity is important factor in personal level and respect for team is important factor in team level and vision sharing is important factor in organizational level.
It seems reasonable to conclude that inclusive culture embracing spontaneity, respect for team and vision sharing should be created to build learning organization suitable for age of diversity. informal learning and collective intelligence can be used as alternatives to create inclusive culture.
This purpose of this research is to engender a detailed explication of what baby boomers perceive their successful aging and to suggest a role for lifelong education to be well prepared for the life after retirement. Recent negative trends such as the impending wave of retiring baby boomers in Korea make it imperative to study various factors affecting successful aging.
Accordingly, this study builds a comprehensive theoretical model explaining successful aging and lifelong education. I examined five latent variables of successful aging: positive spirituality, health, psychological stability, social support, and productive activity. I found that there was no relationship between positive spirituality and health, but the other constructs such as health psychological stability, social support, and productive activity successfully explain what baby boomers perceive their successful aging. In addition, this study provides insights into how to accomplish successful aging through lifelong education
As aging society increases the interest in the olders in terms of education and well-fare, there has been an extensive interest given on the improvement of their quality of life. This study examines relationship between olders’ family network and quality of life and mediating effects of informal learning. A total of 8,688 samples were drawn from the survey materials of Korean Longitudinal study of Ageing (KLoSA) and structural analysis was applied. The study result shows that, first family networks containing spouse and children networks doesn't have any significant effect on quality of life. On the other hand, family network has significant effect on informal learning and informal learning in turn does on quality of life.
Family network of olders’ has positive effect on the quality of life as only being mediated by their participation of informal learning. In addition, implications and limitations of this study are discussed.
This study analyzed overall time-use analysis using time-use survey conducted by the National Statistical Office in 2009 to examine the lifelong educational implication which can be deducted from the state level extensive statistical investigation which is not limited for the specific purpose and tried to find out what kind of differences the ratio of time related to study among them and distribution of living time related to this. The subject of investigation is 19,826 people among the adult population in Korea, and I could discover the meaningful result through the MANOVA verification that each type of time-use showed differences according to the regional differences or whether a subject is studying or not. Furthermore, I could confirm that the regional differences according to types of living time also showed the meaningful level. Through this, the research could confirmed that the differences in study related time of an adult according to the regional differences and whether there is a study experience or not, and the study tried to make it as a practical implication of the future lifelong study part by examining measures which can resolve worries about expansion of an educational opportunity of the adult and the regional imbalance of the educational part for an adult in the future based on this.
This study has shown the practice of museum education through analyzing the management of education programs by looking into the case of the ‘Bakmulgwanbaeum’. The researcher collected data from interview with the rector of ‘Bakmulgwanbaeum’, instructors' observation and reflection logs, and published journals. Analyzing the data, this study has attempted to answer the following research questions.
First, how do instructors in management of education programs at ‘Bakmulgwanbaeum’ develop museum education? Second, what are the characteristics of museum education? Participating in museum education in order to make alternative ways of learning in response to the challenges in schooling including private education, ‘Bakmulgwanbaeum’ develop various education programs by endeavoring to make museum education ‘museum-educatuionlike’.
The programs provide participants activity guidebooks which guide them to connect with exhibition displays without direct explanation of the exhibits. Given this activity, participants are encouraged to meet the past from the present viewpoint, communicate with exhibits, and bring it to their present life. These experiences can expand and intensify their knowledge in a subject. Thus, museum education can be a field of cogitation and practice for the advanced education.
This study aims to explore the learning aspects of the nurse managers as the subjects of the continuing learning and career development in the organizations. A case study design is used to gain an in-depth understanding of experiences of nurse managers who have worked more than 10 years as a nurse manager and over than 20 years as a clinical nurse.
Semi-structured interviews of ten nurse managers were conducted for the data collection.
The results of the study indicate there are four types of learning aspects in the career development of nurse managers. They are the types of ‘Organization Innovation’, ‘Professional Learning’, ‘Performance Completion’ and ‘Pursuit of Recognition’. This categorization is based on the disposition of individual career orientation and the characteristics of organizations as the learning environment These results suggests that the meaning of subjectivity in career development process has to be analyzed in the organizational context The individual career orientation and core value on their own career are the critical factors of career development process, but it is revealed as the various aspects in the contextual influences.
This study aims to suggest the teaching strategies for improving the interaction of learners through analysis of learning with Facebook. This study was conducted on 18 students and one professor in the undergraduate course of University that are used as learning space of Facebook.
As a result of the study, to increase learner's social interaction, instructor as the motivation-facilitator has to create the environment where you can express your opinion without any restraint and where your interest and motivation keeps growing. Instructor needs to link lectures and learning with Facebook, to let them know the operation and what to be aware of, and to focus more on producing positive feedback realtime as well as personal experience and information sharing to form a sense of followership and closeness among learners. To improve learner's cognitive interaction, instructor as a provider of exact information makes announcement on regular class, uses a variety of materials, and offer information relative to the sessions. Instructor gives tasks and materials that are applicable to the individual. Teaching strategy for better metacognitive interaction is that instructor as a learning-manager has to encourage learners to reflect themselves by keeping records and share them with fellow learners, and lead learners to more learning activities and self-check on their activity by making more inquiries. For improving the learner’s interaction, they are not to simply use the new media but to elevate the effectiveness of learning with strategies which consider the types of learner's interaction and the roles of the instructor.
This study explored the role of peer evaluation in online collaborative learning environments.
Data were collected from interviews with learners, messages in online bulletin boards, and reflective journals of learners. Data were analyzed using the coding procedure for grounded theory.
Results of the data analysis indicated that peer evaluation promoted individual accountability by having learners play not only an evaluatee role such as getting a score according to their level of participation, but also an evaluator role, which provided them with the opportunity to reflect their level of participation and behaviors. During peer evaluation, participants felt uncomfortable because of the fact that they, as students, evaluated their peers. They also had some doubts about the objectivity of peer evaluation and addressed their concerns of the balance between fairness and caring for their peers. Based on such findings, this study suggested several practical implications about peer evaluation in online collaborative learning environments.
The feedback on an essay assignment in a large Web-based course demands a lot of time and efforts. Vicarious learning through reading the good performances of peers assignments with the tutor’s feedback (GPPATF) can be an efficient feedback approach. This study investigates the factors influencing learners’ reading the GPPATF and their perceptions of its educational effectiveness. The online survey was conducted and the 456 replies were analyzed.
According to the results, factors affecting the amount read of the GPPATF are gender, age, assignment grade, and levels of satisfaction with assignment design and feedback. Secondly, there is significant difference in perceived educational effectiveness from reading GPPATF according to the amount read of the GPPATF. Thirdly, levels of satisfaction with assignment design and feedback were considered to be significant factors in affecting learners’ perceptions of the educational effectiveness of reading the GPPATF. Lastly, by reading the GPPATF learners learned assignment contents and how to do the assignment, were motivated to study hard, checked the validity of the assignment assessment, and satisfied their curiosity about peers’ learning. Based on the results, the study discussed strategies for the effective use of the GPPATF.