Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332
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2013, Vol.9, No.3

  • 1.

    The Adult Learners in Lifelong Learning Society and the Issues for Innovations of Higher Education

    KwakSamgeun | 2013, 9(3) | pp.1~26 | number of Cited : 22
    Abstract PDF
    This study aims to explore the issues and tasks for innovations of higher education institutions in the age of learning society coping with the advent of mass adult learners. The advent of lifelong learning society brings new challenging tasks toward universities in Korea which was caused by human’s differentiated life-cycle and the rapid social changes in this global society. Adults would like to participate as learners, workers, and life creators. The adult learners in Korea mostly prefer university-based lifelong education and they believe that it will help their career development than any other institutions providing lifelong learning opportunities. But we have to reflect that the universities are really being prepared for the adults’ demands and needs. The higher education institutions in Korea are not flexible enough to accommodate the characteristics of lifelong learning systems such as openness of learning system, diversities, and connectedness. The innovation and reorganization of academic citizenship is required. Also more intensive and in-depth research studies should be conducted in order to explore and to identify adulthood and its developmental tasks. The university-based lifelong education would promote and improve the quality of life for adult learners as everyday-makers. Finally, it is recommended that the traditional paradigm of higher education in Korea needs to be transformed to meet the global trends and characteristics of university-based lifelong education.
  • 2.

    The Ways to Improve the Function and Role of Universities for Adult Learners

    Choi Don-Min | 2013, 9(3) | pp.27~46 | number of Cited : 13
    Abstract PDF
    The changes in higher education are becoming more emphasized as the demand of lifelong learning is increased due to the social shift to knowledge based society. This research seeks the ways to improve the function and role of the current universities which are running its system only for high school graduates. The type of education university provides is shifting from the elite education to general and common education. More universities are accepting the economic model from the traditional models like the Britain’s liberal model, the French positivistic model, the US relativistic or utilitarian models and the German humanistic model. In addition, the status of universities in terms of physical space is threatened by the rise of global competition by the development of transportation and ICT technologies, and switching to the cyber education system which enables learning anywhere in the world. Recently, the US distinguished universities opened the MOOC (Massive Open Online Courses) providing free online course education, and companies are now showing the tendency to hire employees who took these courses. The recognition that the contents provide by MOOC are more useful in working fields led to the acknowledgment of MOOC certificate as more valuable qualification factor than traditional university degrees. Consequently, universities need to authenticate diverse experiences in society and introduce the recognition of experiential learning. This system operates as the mechanism letting adults to enter universities and learn. The traditional role of universities has been focused on education, research and service, but the importance of adult university is more highlighted. Adult university is the higher education institute teaching new knowledge and technology necessary for workplace. Thus, more flexible management system determination the current situation each university faces should be designed to enhance working capability of adults. This is not only vital for the university’s right to survive, but also for achieving the task in order to develop human resources helpful to a nation
  • 3.

    Study on the Formation of Semi-formal Lifelong Education Institute in Korea, Focusing on the Concept of 'Learning Fever'

    Sindong Nam | 2013, 9(3) | pp.47~72 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to analyze an expansion and a characteristic of life-long educational institute and education system in Korea, focusing on a subjective mentalstructure, so-called ‘Learning fever’ which is a kind of bitter feeling caused by not not being able to attend school of korean people. The present study hypothetically reviewed on that the established hypothesis of ‘learning fever’ phenomena was empirically explored by testing of individual cases and quantitative index, and analyzed the process of quantitative growth of semi-formal life-long education institutes such as Civic High School, Air & Correspondence High School, and Korea Open University. This result indicates that it needs to focus on the bottom-up history of adult learners to actualize their subjective learning need in order to explain the origin and development of modern educational system in korea, keeping in mind that there’s a deep connection between a history of formal-education and a history of non-formal education
  • 4.

    Career Capital and Career Habitus: Career and Workplace Learning

    Jin Sungmi | 2013, 9(3) | pp.73~92 | number of Cited : 25
    Abstract PDF
    Career studies have developed different theoretical and practical research interests based on perspectives from different disciplines. In Korean research context, it has been divided into two stages of the time of career preparation and individual’s career lives after entrance to occupation, which has developed two different terms. This study raised the need of theoretical perspective which emphasizes the dialectic relationship between individuals and career context in order to overcome the dualistic view on individual career and social environments. Especially recent career theories have focused on individual efforts of career development based on out-of-organizational career context. Those views are based on the idea of lifelong learning of individuals as important career competencies and stress the importance of lifelong learning in the workplace. However, the essential meaning of lifelong learning lies in the proactive career identity development by relationship within career context, not in the process of adaptation into career. For this purpose, this study explored the dynamic relationships between career field and individual agents using the sociological terms of Pierre Bourdieu: field, capital, and habitus. More specifically, this study explained the significances of those terms in career study by exploring; how Bourdieu’s concepts of field and capital are related to career study, what meanings and implications habitus bring to career context, and how learning for career development in the workplace are related to career capital and career habitus. Those implications to lifelong learning and workplace learning are discussed.
  • 5.

    Needs Analysis on the Lifelong Learning Counseling Competency of Lifelong Educator

    조외현 , Seo Hee Jung , Ahn, Young Sik | 2013, 9(3) | pp.93~113 | number of Cited : 6
    Abstract PDF
    Lifelong educators are needed for using various competency to have diversity and dynamics of lifelong education field. Under the circumstances, this study is to identify competency factors and to compare between the level of importance and the level of performance for lifelong learning counseling of lifelong educators. Delphi analysis is conducted to the third times with 120 specialists of lifelong education field. Several factors regarding relationship competency with lifelong learners, lifelong learners’ learning facilitation competency, and lifelong learners’ analysis competency are showed as a result. Survey research is conducted to 225 lifelong educators to know difference between the level of importance and level of performance about the needs analysis of lifelong learning counseling competency. In conclusion, lifelong learners’ analysis competency factor and learners’ learning disability analysis competency, learners’ educational needs analysis competency, and learners’ characteristic identification competency as sub-competency factors are showed as the highest level of needs analysis. The conclusion of this study can be used to develop lifelong education curriculum as well as to improve lifelong learning counseling competency of lifelong educators.
  • 6.

    The Development of Core Competence Model and Educational Needs Analysis for Fishing Village Leaders

    김양섭 , Park Jin-young | 2013, 9(3) | pp.115~142 | number of Cited : 2
    Abstract PDF
    This study aims to develop the core competence model and analyse educational needs for fishing village leaders. This study is performed by means of literature research, in-depth interview with specialist on the subject, temporary core competence model development, content validity check, core competence model decision by survey, and educational needs analysis by survey. The results are that 6 competence groups and 35 core competences for fishing village leaders are extracted. The results analysing priorities among 6 competence groups are ‘love and awareness for region’, ‘relationship based on leadership’, and ‘comprehensive thinking’. The analysis of each 35 core competences also performed. Finally, this study suggested proposals to be applied education for fishing village leaders reflecting these results of this study.
  • 7.

    Social Network Analysis about Differences between Face-to-Face and Web-Bulletin Board Interaction in Blended Learning

    Jung, Seung-Hwan , Sungho Kwon | 2013, 9(3) | pp.143~170 | number of Cited : 4
    Abstract PDF
    The purpose of this study it to compared face-to-face and web-bulletin board interactions in blended learning by social network analysis. We compared the interactions by centrality and centralization in social network analysis. We performed the blended learning to 5 teams (25 learners) who study in H university for 4 weeks. Also, we measured the interaction by the learners’ verbal unit and came up with relation data for this. We calculated the centrality and centralization through the measured data to compare the interactions. The result is next. First, for the web-bulletin board it showed an extreme contrast between activating interaction showed students and passive interaction showed students. Second, from the result of comparing to the relationship between interactions, there isn’t certain meaningful correlation between them. Third, in case of the face-to-face, a team leader don’t show any meaningful difference of interaction compared to the other learners. However, in case of decision maker, they showed meaningful difference than the others for the interaction. All of the team leaders, decision makers and contents experts didn’t show meaningful difference for the interaction in case of web-bulletin board. Fourth, from the comparison result of the face-to-face and webbulletin board interaction centralization, there was respective great deviation for the face-toface. As a result teachers have to recognize the difference of interaction in face-to-face and online for effective blended learning.
  • 8.

    The Structural Relationships among Task Value, Academic Burnout, Learning Satisfaction and Persistence in an e-Learning Course

    Song, Yun Hee | 2013, 9(3) | pp.171~187 | number of Cited : 23
    Abstract PDF
    The purpose of this study was to examine the structural relationship among task value, academic burnout, learning satisfaction and persistence in an e-learning course. Data were collected from 312 students at G university during the spring semester of 2013. The collected data was analyzed by using structural equations modeling. The research findings are summarized as follows: First, it turned out that task value had a significant and negative impact on academic burnout. Second, task value influenced learning satisfaction positively. Third, task value influenced persistence positively. Fourth, academic burnout had a significant and negative impact on persistence. Fifth, academic burnout mediated between task value and persistence. These findings offer theoretical background and practical implications for an e-learning course.
  • 9.

    Trends in Student Population and in Curricula Design for the Netherlands Open University

    George Moerkerke | 2013, 9(3) | pp.189~211 | number of Cited : 0
    Abstract PDF
    European countries intend to move towards one European Area of Higher Education. This so-called Bologna Process aims at comparable, compatible and coherent systems for higher education. In practice this means harmonization of course credits, program degrees, and program accreditation. In order to come in line with the Bologna Process all these elements needed to be changed in the Netherlands. In the last decades this had a great impact on the number of institutes, the content of the programs, and the composition of the student population for lifelong professional learning. Open University in the Netherlands felt that, due to a combination of changes in the student population and declining student numbers, the own policy towards the deliverance of distance education needed to be changed. A new teaching model will have to be developed in order to get lower dropout, higher persistence and higher graduation rates. This model will have to embrace relevance, actuality, commitment, challenge and interaction as leading design principles. With the implementation of this model the Bachelor’s and Master’s programs are to become more structured and more professionally relevant.