Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332
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2005, Vol.1, No.2

  • 1.

    Lifelong Learning Discourse: The Three Waves that Affected the Given Traditional Education Researches

    Han, Soonghee | 2005, 1(2) | pp.1~14 | number of Cited : 6
    Abstract PDF
    This article explores the effect of the discourse of lifelong learning to the traditional education researches by the emerging concepts, theoretical structures, and research metholodogies that were created and developed in order to capture the peculiarity of the new phenomena. The major areas of lifelong learning discourse can be summarized into four aspects: firstly, the new concepts of learning and education that expand the scope of the research to lifelong and lifewide; secondly, the overall transition of the realm of education from the school society into the learning society; thirdly, new social engineering that constructs the new architecture of educational formation on the basis of learning society; fourthly, a naturally emerging epistemological standpoint for the lifelong learning researches that try to cover up the whole new entities and relations of the new context. In this article, the author use a metaphor of “three waves” in order to illustrate the impact: a wave for conceptual renovation, a wave for socio-cultural rearrangement, and a wave for new research methologies that fit into the new conditions.
  • 2.

    The Current States and Future Prospects of E-learning in Lifelong Learning and Their Implications for Policy Making

    CHEOL-IL LIM , EunKyoung Yeon | 2005, 1(2) | pp.15~39 | number of Cited : 2
    Abstract PDF
    This study examines the current states and prospects of lifelong learning in terms of e-learning for the realizing lifelong learning, and explores their implications for policy making for e-learning in lifelong learning. Conceptually, e-learning itself is a form of lifelong learning and it serves as a method of teaching and learning for lifelong learning. This conceptual analysis provides four practical aspects of lifelong learning in terms of e-learning: state level lifelong learning, general-institute level lifelong learning, internet-based distance university, and corporate e-learning. Following the analysis of current states and future prospects of each practical aspect of lifelong learning, this study suggests three major implications for policy making regarding the realization of lifelong learning through e-learning. First, there should be a sort of long-term planning including e-learning to deal with the high demand of lifelong learning in the future. Second, there must be guidelines for emphasizing the development of various e-learning contents and teaching/learning methods. The e-learning can be used for distance learning contexts in which face-to-face learning is not available, and alternative methods such as simulation should be explored. Finally, there must be a systematic effort to make sure that e-learning contents and program have a level of high quality. The standard and areas of evaluation should be elaborated, and a credible evaluation institute should be established.
  • 3.

    A Lifelong E-Learning Society Through ICT : ICT in Education for a Learning Natio

    황대준 | 2005, 1(2) | pp.41~60 | number of Cited : 1
    Abstract PDF
    As our knowledge-based society matures, the knowledge and technology cycle is becoming shorter and new challenges are emerging due to factors such as an aging population and increasing educational attainment of the working class. At the same time, rapid changes in the labor market and re¬organization of companies has created a need for continuous education to cope with new knowledge. Today, society demands the expansion of the scope of education to include one흐s entire life. Informatization is a major factor in facilitating a quality life-long learning society. In the future, information technology will create an environment which accelerates lifelong learning by providing easy access to information. Convergence of on and offline and wired and wireless environments will fulfil various needs of learners. The further analysis of learning needs in lifelong education and the accumulation and control of learning experiences will enable customized learning service for individuals. This article provides an analysis of current ICT policy in lifelong learning. Based on this analysis, the article projects future efforts to enhance learning, promote good citizenship and create a learning network that combines working and training. It is hoped that these efforts will lead to the realization of an ideal lifelong learning society.
  • 4.

    A Study on Enhancing Strategies for the Competitiveness of Higher Education through E-Learning based upon Case Analysis.

    lim byungro , Leem, Jung-Hoon | 2005, 1(2) | pp.61~91 | number of Cited : 1
    Abstract PDF
    This study surveyed excellent e-Learning cases by domestic and international universities for improving their competitiveness. The cases and the efforts which have been done by the universities are diverse and sometimes specific to their own environment, but we anticipate to find out critical values and strategies to improve competitiveness and ensure future development through e-Learning in higher education. Many different methods were used for this study: Related web sites searches, document analysis, field visits, interviews, and consultations. These methods ensured us to identity critical success factors and priorities of the factors. Case analysis focused on the MIT case specifically as well as overall tendencies in international universities in general. For Korean universities, we made four categories to analyze cases such as e-community, specialization and globalization efforts, support systems, and other efforts. In conclusion, we suggested 10 strategies for using e-Learning to improve competitiveness in higher education as follows: Establishing e-University, activating e-community, building effective support system(LMS), building blended learning system, strengthening corporate-university relationship, sharing contents among universities, encouraging international exchanges, sharing credits among universities through public e-Learning Centers, maintaining e-Learning courses during summer and winter break, and building e-knowledge community for research and education.
  • 5.

    Changing the Contour of higher Education in the Asia-Pacific Region

    Rha, Ilju | 2005, 1(2) | pp.93~107 | number of Cited : 0
    Abstract PDF
    The Asia-Pacific region is going through a period of rapid and far-reaching economic and social change, driven particularly by the impact of accelerating globalization, increased international economic competition, and the transition from traditional to knowledge-based economies and market-oriented systems. The higher education institutions in this region are experiencing the impact of change induced by the globalization. This article deals with the challenges higher education is facing, representative reform efforts in the Asia-Pacific region to meet those challenges, and introduces collaboration and technology as a vehicle of change. Major challenges to higher education were reviewed in three categories: systems perspective, quantitative and qualitative perspective, and technical perspective. On the other hand, a review of global educational reforms helped identify four mega trends of those reform efforts: focusing on capacity building of human resources, addressing an issue of cross-border education, developing quality assurance and accreditation mechanisms, and incorporating ICT. Three national reform efforts were reviewed and future directions for cooperation and collaboration among the Asia-Pacific countries were suggested.
  • 6.

    Textbook Evaluation Program : Application to Distance Education

    Dong-Uk Park , 백삼균 , Dukhoon Kwak and 1 other persons | 2005, 1(2) | pp.109~121 | number of Cited : 0
    Abstract PDF
    Because of the large number of students and textbooks at Korea National Open University (KNOU), no study has been conducted to evaluate the quality and content of textbooks for more than 30 years. We developed an evaluation method for textbooks that was appropriate for a distance learning university with so many students. The objective of this study was to report the first term results of the textbook evaluation method. 382 textbooks developed by professors of KNOU from 20 departments were evaluated. The evaluation method was composed of three consecutive steps. In the first step, all students who received a grade higher than C+ (39,449 students in the first term and 47,227 students in the second term) were invited to respond to the evaluation sheets, which were sent to them by e-mail. The response rate by department ranged from 31.5 % to 57.3 % in the first term and 26.9 % to 53.9 % in the second term, which was large enough to represent the student population. All students who responded to the questionnaire were provided with a chance to win a prize. This seemed to encourage students to participate. Forty textbooks (two textbooks per department x 20 departments) were screened by student evaluators and thus step two began. External adjunct professors, using these 40 textbooks in the regional study centers of KNOU, were responsible for the second step of the evaluation. Two external adjunct professors per textbook were randomly selected and asked to evaluate the textbook using the same evaluation sheets as the students. A correlation test indicated that the evaluation scores by students in the first step, and adjunct professors in the second step, were not significantly different (r= 0.534 in the first term and r=0.662 in the second term). This result proved that students could fairly evaluate the textbooks. Finally, The Textbook Publication Committees (TPC) monitored each step in the evaluation process to ensure that they were appropriately conducted, and then selected the four best textbooks(20 books in the second term) on the basis of score and qualitative judgment. This study concluded that the KNOU evaluation system for textbooks could be applied to distant or open universities with tens of thousands of students.
  • 7.

    A Comparative Study on the Distance Education System and Usage of Instruction Technology between University of Houston and Korea National Open University

    Jinah Seol | 2005, 1(2) | pp.123~144 | number of Cited : 0
    Abstract PDF
    This study compares the distance education systems between University of Houston and Korea National Open University and analyzes how instructional technologies are applied in delivering their respective DE courses. The research results show that UH’s utilization of various instructional media is fairly balanced while KNOU is heavily dependent on broadcast media. In terms of cost-effectiveness by delivery mode, for UH, ITV is perceived as the most efficient form of instruction, while at KNOU, all broadcast media are deemed equally efficient. Lastly, quality assurance in DE programs must involve top instructional content as well as effective usage of delivery methods. It is suggested that KNOU utilize more interactive instructional technologies such as Internet platform while UH should improve the TV course quality.
  • 8.

    A Chronological Analysis of Llearning Activities in Cyber University

    jung minseung | 2005, 1(2) | pp.145~159 | number of Cited : 0
    Abstract PDF
    This study aims at uncovering the characteristics of Korean ODL through a case study of the Korea Digital University. After the analysis of learning experiences through a chronological process of interaction in cyber universities, several characteristics of learning were found. In the pre-class stage, three distinctive features such as techno-psychic barriers (for example; computer phobia, hiding from web-boards, and a strong motivation to receive a diploma) were observed. In the classing stage, most students regard 'study' as simply downloading Internet lectures though they try to adapt new information to the field they work in. In general, students gain precious learning experiences from writing and reading elaborated postings related to the subject. Learning in the post-class stage is characterized by multiple usage of technology for acquirement and cheating in on-line examinations. These findings could represent the typical e-learning process of learning in Korea, which can be characterized by the contradiction between teacher-centered learning in school and self-directed learning in adult education