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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2014, Vol.10, No.2

  • 1.

    Analysis of Relationships Among the Satisfaction of Educational Services, University Image and Educational Outcomes

    Shin, Soyoung , kwon soung youn | 2014, 10(2) | pp.1~23 | number of Cited : 17
    Abstract PDF
    The purpose of this study was to investigate the structural relationships amongeducational satisfaction factors in university to find more strategic methods forenhancing student satisfaction. To achieve this purpose, the satisfaction survey wasadministered toward 2,011 students in H university. The relationships among thefactors of educational satisfaction were analyzed by utilizing structural equationmodeling. The results of this study were as follows: Firstly, educationalenvironment, instruction, student advice, social college life, student supports,administrative services(6 factors of educational service satisfaction) influencedsatisfaction of university image and learning outcomes. The most influential factoron satisfaction of university image was student supports, and the next wasinstruction. Secondly, satisfaction of university image influenced on satisfaction oflearning outcomes, and 6 factors of educational service satisfaction also influencedon satisfaction of learning outcomes. Except student advice, 5 factors of educationalservice satisfaction had indirect effects on satisfaction of learning outcomes throughthe satisfaction of university image. Total effects of ‘instruction’ on the satisfactionof learning outcomes was the most powerful, educational environment, studentsupports, administrative services, social college life, student advice were following.
  • 2.

    Association of Educational Welfare Movement and Institutionalization : Focusing on the Case of Q Region

    Kim, KyungAe | 2014, 10(2) | pp.25~52 | number of Cited : 2
    Abstract PDF
    This research aims to show ‘a case where an educational welfare movementthat was conducted in the civil sector has been institutionalized and still keeps itscharacteristic as a movement’. The question is ‘how can an educational movementkeep its characteristic as a movement in the civil sector after it is institutionalizedas a public policy?’ To answer this question, the researcher selected a certainregion in Seoul and investigated the process where an educational welfaremovement that was conducted in the civil sector is institutionalized as a publicpolicy and looked into the details of this process in a specific program. According to the result of this research, people in this region define aneducational welfare campaign as ‘building a community where the residents have asense of ownership for this region and develop themselves with a deepintrospection and a new approach’. The characteristics of the public policiesoriginated from educational welfare movements in the civil sector are 1) Value, 2)Continuity, 3) Mutual Autonomy, 4) Flexibility, 5) Qualitative Expandability. Theycould keep the characteristics of their educational movements in the course of thepublic-private cooperative policy making project because local activists and publicofficials established mutual trust and shared their expertise.
  • 3.

    A Critical Study on the Fallacy in the Concept of Educational Welfare

    Choi Heyun Ju , Jeong hoon Hwang | 2014, 10(2) | pp.53~75 | number of Cited : 1
    Abstract PDF
    The purpose of this research is to find out the intrinsic meaning of educationalwelfare by analyzing the previous study on the concept of educational welfare. Itis a difficult process to study the concept of the educational welfare because ofthe concept of the educational welfare has been interpreted in any ways byvarious scholars who have different perspectives. This research found that therewere three fallacies surrounding the concept of the educational welfare, which hasbeen established by the preceding study: (1) the fallacy of the recognition, (2) thefallacy of the category, and (3) the fallacy of the logic. Through the criticalanalysis of the three fallacies, this research drew the following essential featuresof the educational welfare: (1) the feature of the individual dignity, (2) the featureof the intrinsic to education, and (3) the feature of the educational subsumtion.
  • 4.

    A Study on a Scheme To Construct C ivil Education Model of Korea, Based on the Lessons from the German Political Education case

    Yang Heung Kweun | 2014, 10(2) | pp.77~104 | number of Cited : 9
    Abstract PDF
    The purpose of this study is to suggest Korean democratic civic educationmodel based on the lessons from the German Political Education. German’sPolitical Education system regards as the world best system for civic education. According to this study German’s Political Education system has a differentialstructure. Owing to that system German Political Education arrived to success. German nation arrived to national unification and developed democratic civil nation. Researcher suggest a scheme to construction of Korean Democratic Civil EducationModel. It contains frameworks for offer civil education, fundamental rule ofdemocratic civic education, an budget of civil education, a specialist and partnershipof many different participant of civic education.
  • 5.

    The Relationships among Learnerʼs Perfectionism, Self-efficacy, Flow, Academic Achievement, and Satisfaction in e-Learning

    Song, Yun Hee | 2014, 10(2) | pp.105~123 | number of Cited : 25
    Abstract PDF
    The purpose of this study was to identify the relationships among learner’s perfectionism,self-efficacy, flow, academic achievement and satisfaction in the university e-learning. Basedon literature reviews, perfectionism was used as an input variable, self-efficacy and flow wereused as process variables to see the relationship with academic achievement and satisfaction. Participants were 103 students taking an e-learning course for undergraduates at GUniversity. Collected data was analyzed in the following two ways: correlation analysis andregression analysis, respectively. The results of the research are listed below:First, it turned out that self-oriented perfectionism predicted academic achievement and satisfactionpositively. Second, self-efficacy mediated between self-oriented perfectionism andacademic achievement. Self-efficacy also mediated between self-oriented perfectionism andsatisfaction. Third, flow mediated between self-oriented perfectionism and academicachievement. In addition, flow mediated between self-oriented perfectionism and satisfaction.
  • 6.

    A Study on the Current Status of Universal Design for Learning in e-Learning Contents of Cyber Universities and Strategies of Improvement

    Yunja Hwang , Park, Hyunmi , Ahn, Mi-Lee | 2014, 10(2) | pp.125~153 | number of Cited : 6
    Abstract PDF
    This study evaluated and analyzed factors of Universal Design Learning (UDL)found in e-Learning contents offered by cyber universities in an aim promote theparticipation of various learners and their equal rights to learning, therebysuggesting improvement measures for the application of Universal DesignLearning. In order to analyze the contents, 15 VOD hybrid type e-Learningcontents were selected from 17 domestic four-year cyber University. Resultsshow that functions providing definitions or supplementary explanations have notbeen provided while audio-visual materials including sign language, screen reader,and other learning agents were inadequately provided. Among the strategicnetworks, functions that worked to assist the learner in comprehending hislearning patterns, styles or accuracy were not provided. As for the affectivenetworks, there were no functions that enabled the learner to adjust the difficultyof the class contents, those that helped minimize distracting factors of learningand functions that provided feedback from the instructor. Based on the givenresults, the study suggested application measures of UDL and their examples inan aim to promote learners’ equal rights to learning, in accordances with theoriginal goal of cyber universities.
  • 7.

    Development of BSC Performance Evaluation Model for University Lifelong Education Centers

    Kim Keung Hee , Yun, Myung Hee | 2014, 10(2) | pp.155~180 | number of Cited : 6
    Abstract PDF
    Lifelong policies for strengthening functions of lifelong education in highereducation institutions are implemented recently. The purpose of this study is todevelop the comprehensive BSC performance evaluation model at the institutionallevel. For this, literature review, interview of professionals, Delphi method, andAnalytic Hierarchy Process were used. The results of this study are as follows. First, the author designed a draft model for a system of BSC performanceevaluation by preparing hierarchical structure containing perspectives, criticalsuccess factors, and key performance indicators established from missions andvisions of university lifelong education centers. As for the first hierarchy¸ 4perspectives were developed, and as for the second hierarchy, 13 critical successfactors were induced. As for the key performance indicators as the third hierarchy,56 key performance indicators were induced. Second, this study conducted two Delphi surveys which is consisting of 34professionals in lifelong education, in order to secure content validity of the BSCperformance evaluation model. Then, the results of the second Delphi researchshowed that the content validity of the performance evaluation model wasimproved in all the items. Finally, the performance evaluation model for universitylifelong education centers was determined.
  • 8.

    Effects of Workplace Learning on Innovation, Organizational Commitment and Organizational Citizenship Behavior

    Lee Jeong-geum , Seungnam Son | 2014, 10(2) | pp.181~208 | number of Cited : 17
    Abstract PDF
    In a changing society, organization is interested in innovative and volunteer humanresources. In this organizational environment concepts of workplace learning and organizationalcitizenship behavior became significant strategies for organizational survival. This study aims to inquire the effect of workplace learning on innovation, organizationalimmersion and organizational citizenship behavior. To achieve those purposes, data was collectedfor 292 workers in manufacturing industry and collected data was applied by modelanalysis through the structural equation. As results, three types of learning, that is, formative learning, non-formative learning andrandom learning, made a significant effect on innovation and organizational citizenship behaviorof organizational members. In addition, non-formative learning and random learning madean effect on organizational immersion, but formative learning didnʼt make any effect on organizationalimmersion. If analyzing effective factors of organizational citizenship behavior, effective factors of organizationalcitizenship behavior are formative learning, non-formative learning, innovation,organizational immersion, etc. Random learning didnʼt make any significant effect on organizationalcitizenship behavior, so it couldnʼt be supported. But, as the result of analysis by mediatedcourse, random learning made a significant effect on organizational citizenship behaviorby means of the innovation and organizational immersion.
  • 9.

    The Differences of Cyber University Studentsʼ Self-efficacy, Achievement Goal Orientation by Their Level of Academic Procrastination Behaviors and Academic Achievement

    Kim Hyunjin , Jonghee Jeon | 2014, 10(2) | pp.209~228 | number of Cited : 10
    Abstract PDF
    The purpose of this study is to investigate the effects of self-efficacy and achievement goalorientation on Cyber University studentsʼ actual academic procrastination behaviors and academicachievement. Additionally, this study attempted to examine the differences of the studentsʼ self-efficacy, and achievement goal orientation among four groups by their level of academicprocrastination behaviors(class attendance and discussion activities) and academicachievement. Data was collected from 360 students of a cyber university through an onlinesurvey. First, the results showed that while procrastination in class attendance was significantlypredicted by performance approach orientation, procrastination in discussion activitieswas affected by performance approach orientation, performance avoidance orientation, andself-efficacy. Also, academic achievement was predicted by performance approach orientationand performance avoidance orientation. Second, regardless of procrastination, students with alower level of academic achievement were more likely to show a higher level of performanceavoidance goal orientation.
  • 10.

    Understanding Teachersʼ Continuance Intentions Towards Distance Training Program : An Extension of Technology Acceptance Model

    Jeong, Hanho | 2014, 10(2) | pp.229~262 | number of Cited : 5
    Abstract PDF
    The purpose of this study is to investigate the factors affecting the teachers’continuance intentions to using distance training program in order to provideeffective distance teacher training system in right direction. This study proposes amodel to conform to the teachers’ continuance intentions to continue using distancetraining program within schools based on the technology acceptance model and theflow theory. In this study, perceived ease of use, self-efficacy, and personalinnovation in information technology were considered as the exogenous variables,perceived usefulness, perceived enjoyment, and attitude were considered as themoderating variables, and loyalty intentions to continue using distance trainingprogram considered as the dependent variable. A total of 242 valid questionnaireswere analyzed. A structural equation modeling(SEM) was applied to test theresearch hypothesis. The results of this study indicated that perceived usefulnessand attitude have a significant influence on teachersʼ loyalty course intentionstowards distance training program. In addition, based on the discussion of theresults, theoretical and practical implication for online teacher training in schoolsare being discussed.