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2014, Vol.10, No.4

  • 1.

    The Meaning of Super-aged Learners’ Learning Experience from the Perspective of Biographical Learning

    Kim, Taejong | Ju Sung Jun | 2014, 10(4) | pp.1~28 | number of Cited : 6
    Abstract PDF
    The purpose of the study was to explore the meaning of super-aged learners’learning experience. Narrative analysis, one of qualitative research methodologieswas used to achieve the research goal successfully. A total of five researchparticipants were involved in this study. The research data stemmed from mainlyin-depth interviews with the participants. The findings of the study are asfollows: First, the elements constituting each learner’s life were necessary andsufficient conditions to one’s learning experience. Various facet of a learner’s liferequired learning while, concurrently, unconsciously it enriched the life of eachlearner. Second, learning experience can serve as an opportunity of a new start inlife by making the learner ponder, arrange, and finally move on from the past.
  • 2.

    Wise-Aging for Some Scholars in Their Life History

    choi rayoung | 2014, 10(4) | pp.29~60 | number of Cited : 2
    Abstract PDF
    The purpose of this study was to analyze the characteristic aspects andtrajectory of ‘wise-aging’ which is connected with learning of scholars in thelifelong education field. In order to achieve the study objective, narrative andcontent analysis was used. The results have been drawn as followings:First, the lifelong event that was shown commonly to the scholars was theinner growth. The scholars continuously improved themselves based on therevelation of each wise process and also discovered new aspects of themselves inevery moment. Second, in ‘wise-aging’, the appreciation that accepts diversity, use of thoughtabout values, harmony and balance through removing obstruction factors oflearning and maintenance of extended learning were internalization. Third, as the characteristics of learning connected to wise-aging, ‘learning ofvacating and filling’, ‘prepared learning’, ‘learning of knowledge’ and ‘revolutionarylearning’ were shown. Such learning phenomenons shown with ‘wise-aging ofscholars’ were revealed as ‘wisdom of ordinary’, ‘wisdom as judgement’, ‘wisdomof building relations’ and ‘wisdom as creative ability’. Such learning phenomenonshad influence on ‘self-completion of scholars’ wise-aging. The biggest core factorto achieve such self-completion is their potential ‘strong ego’.
  • 3.

    Comparing the Life Core Competency of Korean Undergraduates by Learners Characteristics

    Kang, Myunghee | Kim, Eunhee | 유영란 and 1other persons | 2014, 10(4) | pp.61~84 | number of Cited : 22
    Abstract PDF
    The purpose of this study is to measures the level of the life core competenciesfor undergraduate students in Korea and investigate the difference of the life corecompetencies by gender, school year, and major fields. For this study, 209undergraduate students answered the survey in Korea, and the data were analyzedby MANOVA. The results showed that the level of problem-solving andresponsibility-practice ability were significant different by the gender and major ofstudents. However, there were no difference by school years of students. That is,the level of problem-solving and responsibility-practice ability of male studentswere higher than females, the problem-solving ability’s level of engineeringstudents showed higher than art and humanity, or natural sciences, and theresponsibility-practice ability’s level of social science students showed higher thanart and humanity, or natural sciences. This study has significance in that itexamines the current level of undergraduate students for the life core competenciesand provides guidances for setting the direction of competency based universitycurriculum and teaching-learning strategies.
  • 4.

    A Qualitative Study of Project based Learning Using the Social Network Service: Focus on Learning Experiences of Learners

    Kang, Mun-Suk | Kwangpyo Hong | 2014, 10(4) | pp.85~112 | number of Cited : 24
    Abstract PDF
    This study aim is to explore the learning experiences of learner in the projectbased learning using the social network service. For the research, we have appliedthe lessons over a period of 6 weeks to 17 students in ‘distance education’. Andwe gathered and analyzed the data-learner’s interview, reflection papers,conference journals, e-portfolio, products, and so on. In this process, we used thequalitative analysis method. The results of this research are ‘extension of the timeand place for the meeting’, ‘meeting of the new type and meaning’, ‘learning bytools’, ‘leaning in depth through the reflection’. we expect the project basedlearning and the lessons using the SNS will be extended through this research.
  • 5.

    A Qualitative Case Study on Characteristics of Professional Development in Online Teacher Community

    Oh YoungBum | 2014, 10(4) | pp.113~137 | number of Cited : 8
    Abstract PDF
    The aim of this paper is to investigate characteristics of professionaldevelopment within the online teacher community. For this, a researcher analyzed‘Band’, synchronic SNS tool and ‘Online cafe’, asynchronic online cafe usinginternet ethnography as a research method. ‘Band’ and ‘Online cafe’ were utilizedas a means for professional development of elementary school teachers whoparticipated in the training course of 40 professionals about curriculums. Aresearcher collected data through participant observations, interviews, andself-reflection diaries and then analyzed the information gathered. Mostimportantly, a researcher combined online participant observations and offlineinterviews to solve ‘internet paradoxes’, which is the problem of internetethnography. Data was analyzed using 3steps; transcription, coding, and themefinding. And then, the researcher proposed characteristics of online teachercommunity based on 7 key words; sharing, teacher training, research, reflection,collaboration, practice, and support. The characteristics of the online communityconsists of 4 results, sharing activity integrated synchronic and asynchronicinteractions, online learning community directed practices, collective intelligencebased on network collaborations, and the reflection of the teachers community topromote professionalism.
  • 6.

    Analysis of 20s and 30s Highschool Graduates(work-to school)’ Characteristic for Lifelong Learning

    Kim Myungjin | Jiwon Hwang | Kim Jung Hyun | 2014, 10(4) | pp.139~164 | number of Cited : 12
    Abstract PDF
    This study is intended to explore the characteristics and demands for lifelonglearning of 20s and 30s highschool graduates(work-to school) in order to draw outimplications for the creation of a social environment where these employees canachieve the right balance between work and learning. A total of 2,000 employeeswere surveyed online in order to analyze based on their work and learningexperiences; their results were contrasted with those from 1,000 employees withuniversity degrees. In the analysis stage, the research subjects were divided into three categoriesfor comparison: “employees with high school diplomas only,” “employees whoobtained university degrees after having worked,” and “employees who wentstraight into higher education after high school.”The group of employees who obtained higher education after having workedappeared to more open to learning than the other two groups. This trait can beexpected to translate into pursuit of self-development through education. Moreover,it seemed to be quite consistent whether they applied for jobs or soughton-the-job training at their workplaces. As they show the highest participationrate in programs for general competency-building personal interest, or liberal arts. they are thought to be enjoying various learning activities for self-development.
  • 7.

    Quality Perception on the Relationship among Participative Motivation, Academic Self-efficacy, and Learning Happiness at University Continuing Education Center

    안주영 | In Tak Kwon | Lim Young Hee | 2014, 10(4) | pp.165~192 | number of Cited : 11
    Abstract PDF
    This study is to explore the mediating effect of adult learners’ educationalservice quality perception on the relationship among participative motivation,academic self-efficacy, and learning happiness at university continuing educationcenter. In order to achieve the purpose of the study, the problems of it are asfollow: First, what is the effect of adult learners’ participative motivation andtheir academic self-efficacy on their learning happiness? Second, what is the effectof adult learners’ participative motivation and their academic self-efficacy on theireducational service quality perception? Third, what is the effect of adult learners’educational service quality perception on their learning happiness? Fourth, what isthe mediating effect of adult learners’ educational service quality perception on therelationship among participative motivation, academic self-efficacy, and learninghappiness? Based on the research findings, the following conclusions were made:First, there is the positive effect of adult learners’ participative motivation andacademic self-efficacy on their learning happiness. Second, there is the positiveeffect of adult learners’ participative motivation and their academic self-efficacy ontheir educational service quality perception. Third, there is the positive effect ofadult learners’ educational service quality perception on their learning happiness. Fourth, there is the mediating effect of adult learners’ educational service qualityperception on the relationship among participative motivation, academicself-efficacy, and learning happiness.
  • 8.

    Effects of Team Climate and Shared Mental Model on Team Project-based Learning Outcomes

    You Jiwon | 2014, 10(4) | pp.193~215 | number of Cited : 35
    Abstract PDF
    The purpose of this study was to examine the effects of team climate andshared mental model on team project-based learning outcomes and to explore themediation effect of shared mental model in the relationship between team climateand learning outcomes. Data were collected from 28 college students whoparticipated a team project in a sampled class. Regression analyses suggested byBaron and Kenny were performed. The results indicated that team climate was asignificant predictor to team achievement and team learning satisfaction. Furthermore, team climate also had positive impacts on team-related sharedmental model and task-related shared mental model. Team-related shared mentalmodel played a mediation role in the relationship between team climate and teamachievement, and team climate and team learning satisfaction, whereas task-relatedshared mental model had a significant mediation effect between team climate andteam learning satisfaction only. Based on the results, implications for promotingteam project-based learning in colleges were discussed, and the future studieswere suggested.
  • 9.

    Establishment and Utilization of e-Portfolio to Support Learning & Career Management based on Lifelong Learning

    Younghee Woo | Hyeryung Jung | Kim Yong and 1other persons | 2014, 10(4) | pp.217~239 | number of Cited : 4
    Abstract PDF
    The purpose of this study is to design an e-Portfolio system from a lifelonglearning perspective. The e-Portfolio system, as one of student support strategies,will enable students to effectively link their learning and career as well as toconnect activities in school with out-of-school experiences. A two round Delphistudy was conducted to explore the functions and components of the e-Portfolio. 20 experts from the fields of Education Technology and Lifelong Learningparticipated in the two rounds of Delphi study. The first round of the studyidentified the seven main functions of the e-Portfolio system, which are PersonalInformation, Educational Background & Experiences, Career Background &Experiences, Future Career Plan, Competences Diagnosis, Future Learning Plan &Consulting, and Recognition of Prior Learning, and the specific components of eachfunction. The second round of the study analyzed the relative importance amongthe specific components. Third, based on the results of the delphi research andexpert interviews, the study suggested e-portfolio utilization plans for students ofdifferent age groups.
  • 10.

    Constitutional Foundations f or the Legislation on Worker-Initiated Labor Education: A Korean Study

    Jeong Rok Oh | 2014, 10(4) | pp.241~265 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to explore constitutional foundations for the legislationon worker-initiated labor education in South Korea. Above all, Korean citizens have theright to pursue lifelong learning, based on the government’s obligation to promotelifelong education (clause 5, Article 31). Specifically, the right to lifelong learning meansthat the Korean citizens have the right to receive human and material (e.g., time, space,and finance) resources to pursue lifelong education from the government. Otherconstitutional human rights and principles, which include the right to work (Article 32),freedom of occupation (Article 15), the equal right to education (clause 1, Article 31),the principle of welfare state (Article 31 through 36), and the principle of cultural state(Article 9), can also justify the legislation on worker-initiated labor education. Based onthe above discussions, the future research directions for the legislation onworker-initiated labor education in South Korea were suggested.