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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2015, Vol.11, No.3

  • 1.

    Trends of Lifelong Educational Practices on Newspaper Articles: Centered on the Articles on 4 Korean Newspapers from 1999 to 2015

    HYUN YOUNGSUP | 2015, 11(3) | pp.1~37 | number of Cited : 14
    Abstract PDF
    The purpose of this study is to explore the trends of lifelong education practices by content analysis of Korea’s 4 major daily newspapers (The Chosun Daily News, The JungAng Daily News, The Dong-A Daily News, and The Hankyoreh News). For the purpose, 632 articles published from 1999 to 2015 were used for analysis. SPSS 21.0 and Netminer 2.4 were used for analyzing frequency, percentage, and network analysis (centrality and pattern of networking). The results were as in the following: First, institute of lifelong education occupied the highest frequency and centrality in the total number of articles. Second, adult learner and learning community showed the lowest frequency and centrality. Third, the analysis of the articles identified particular phenomenon of Korea as (1) a bridge role of lifelong educational policy and service connecting institute and adult learner, and (2) multicultural issues. Based on the results of this study, interpretations and suggestions were discussed.
  • 2.

    The Effect of Mobile Self Efficacy, Achievement Goal Orientation and School Belonging on School Satisfaction and Life Satisfaction in Open Middle School

    Kim Dongsim , Jihun Kum | 2015, 11(3) | pp.39~57 | number of Cited : 8
    Abstract PDF
    The participants were 84 students in open middle school. Open middle schools are regular schools which provide adults who do not have a middle school diploma with the regular course of middle school. A hypothetical model proposed included mobile self efficacy, achievement goal orientation and school belonging as independent variables, and school satisfaction and life satisfaction as dependent variables. The results of this study through multiple regression analysis indicated that achievement goal orientation and school belonging predicted significantly on school satisfaction. And achievement goal orientation and school belonging predicted significantly on life satisfaction. A constructive foundation for providing learning strategies in the successful open middle school education would be proposed on the basis of the current results of this study.
  • 3.

    Potentials and Limits of the New Adult Literacy Education

    Lee Ji Hye , Chae, Jae-Eun | 2015, 11(3) | pp.59~84 | number of Cited : 16
    Abstract PDF
    This article explores the meaning and limits of the new educational policy that provides academic recognition to the results of adult literacy programs. A case study design is used to gain an in-depth understanding of experiences of adult enrolled in the new adult literacy program. Semi-structured interviews of nine adult learners enrolled in a lifelong learning center located in Seoul were conducted for the date collection. The results suggest that the experiences of th nine adult lieracy learners could be classified into four stages: ① entering into the new institutionalized program; ② participating in the structural program; ③ persisting in the program with the support of teachers; and ④ completing the program without opportunities available to continuing education. Theses experiences reveal the limits of the new literacy program. First, the program only gives official recognition of the results of adult literacy learning, but lacks the financial support needed to implement itself. Second, it reduces the learning burden of adult literacy learners, but fails to accommodate their learning style. Third, it strengthens the quality of adult literacy education by increasing the qualifications of teachers. It however fails to provide adult literacy learners with the learning support system. Finally, the program enhances the system of adult literacy education, but fails to provide continuous learning opportunities. To sum up, these findings suggest a huge gap between the needs of adult learners and the new adult literacy program. To reduce the gap, the government should examine whether the program not only increase educational opportunities for them, but also improve their learn fare.
  • 4.

    Validation of Korean Irrational Procrastination Scale for Cyber University Students

    Kim Hyunjin , Choi Hyera | 2015, 11(3) | pp.85~109 | number of Cited : 2
    Abstract PDF
    The purpose of this study was to validate Korean version of Irrational Procrastination Scale (IPS) for cyber university students. We collected the data of 383 students and 360 of them were finally included in the analysis of reliability, confirmatory factor, correlation, t-test and regression. Cronbach’s for 9 items showed high internal consistency and confirmatory factor analysis also proved adequate construct validity of the scale. The correlation analysis resulted in significant and high correlation between IPS and Aitken Procrastination Inventory (API), which is widely used for measuring academic procrastination. And students who delayed their class attendance and discussion yielded significantly higher irrational procrastination score. Finally, low self-oriented perfectionism, high socially-prescribed perfectionism, and low self-efficacy were related to high level of irrational procrastination, and these results were as expected by preceding studies using other established procrastination scales. Thus these results supported validity of Irrational Procrastination Scale for cyber university students.
  • 5.

    Literacy Learning Process in the Adult Literacy Systematization Period: A Case of Adult Learners in Ulsan

    Joon Heo , Euna Yang | 2015, 11(3) | pp.111~143 | number of Cited : 7
    Abstract PDF
    The purpose of this study is to analyze adult literacy learning’s characteristics during the period when the lifelong education act was enacted, supports programs and policies for adult literacy have been expanded by the state and local governments, the academic career acknowledgement system is being implemented. The authors called the period as “adult literacy systematization period” In this study, we collected survey data of the 159 literacy learners’ learning activities in Ulsan Metropolitan City, and analyzed the characteristics of the literacy learning process to verify the differences of learning outputs by variables in inputs or learning environments. The results found out that the literacy learning process can be considered as both “universal” and “functional”, and also learners are experiencing each different process as “self-closed” rather than “extensible”. We also found out that learners with lower academic background and especially who attend adult literacy institutions are experiencing those characteristics more clearly, and older learners tend to experience self-closed process and new future visions can be constructed by participating on continuous and intensive learning process. In this context, this study proposed several extended strategies and policies that help improving adult literacy education practice in the future.
  • 6.

    The Group Difference of Grit and Self-control and its Relations to School Maladjustment, Academic Achievement, and Predictability of Personality

    Ha,Hyesuk , HYO JIN LIM , MAE HYANG HWANG | 2015, 11(3) | pp.145~166 | number of Cited : 94
    Abstract PDF
    The present study examined whether there were differences in school maladjustment and academic achievement depending on the level of grit (Duckworth et al., 2007) and self-control. Grit was measured by two sub-factors such as persistence of effort and consistency of interest. A total of 535 college students of Open University was recruited. First, Latent Class Analysis (LCA) was employed to investigate whether there exist distinct but unobserved groups among subjects in terms of the level of grit and self-control. The results showed that three qualitatively different groups were identified: high, middle, and low groups. Students who demonstrated high grit and self-control were less likely to show school maladjustment, measured by academic, emotional, and career-related problems. The differences of academic achievement across three groups, however, were not statistically significant. Second, we investigated whether personality significantly predicted latent class memberships. Results of multinominal logistic regression displayed that neuroticism and conscientiousness significantly predicted high, middle, and low groups of grit and self-control. That is, when the level of neuroticism increases, the probability of being in the higher group decreased; when the level of conscientiousness increases, the probability of being in the higher group increased. Theoretical and practical implications were discussed.
  • 7.

    The Development of Program Evaluation Criteria for Lifelong Education Practitioner

    방정은 , Seo Hee Jung | 2015, 11(3) | pp.167~194 | number of Cited : 4
    Abstract PDF
    The purpose of this study was to develop practical evaluation criteria for lifelong educational program so that lifelong education practitioner can improve the control of quality by evaluating the program by himself/herself. To achieve the goal of the study, references related with lifelong educational program and its evaluation were researched and a rough draft for evaluation criteria was provided based on the context evaluation, input evaluation, process evaluation, and product evaluation of CIPP evaluation model. To prove the reasonability of the provided rough draft, Delphi-survey of three times was applied towards fifty-three experts in the practical field and in evaluation and contents, and the reasonability was achieved through constant amendment and supplementation. The system of evaluation criteria for lifelong educational program, which is composed of nine evaluation areas and forty-three evaluation criteria in total including two evaluation areas and eight evaluation criteria regarding context evaluation, four evaluation areas and fourteen evaluation criteria regarding input evaluation, one evaluation area and eight evaluation criteria regarding process evaluation, two evaluation areas and thirteen evaluation criteria regarding product evaluation, was provided through the above process. The included meanings of finally confirmed each evaluation criteria were explained in concrete so that evaluation criteria for lifelong educational program can be used as much as possible in the field.
  • 8.

    The Effects of the Learning Circles’ Vitality on the Sense of Community and the Social Capital

    Park, Sangok | 2015, 11(3) | pp.195~220 | number of Cited : 18
    Abstract PDF
    The purpose of this study is to analyze the effects of the learning circles’ vitality on the sense of community and the social capital. For the purpose of the study, the survey was conducted with the participants of learning circles in the three cities. As a result, the sense of community and the social capital were higher the more the learning circles were activated. The sense of community has been influenced by the application of learning outcomes and human and material resources out of the factors of the learning circles’ vitality. Also, the socal capital has been influenced by the application of learning outcomes and the personal growth in learning circles. Based on these results, it might be concluded that it is above all important to support the participants of learning circles interact with the local community and the neighbors in community through the various practices of learning outcomes in order to revitalize and activate the local community.
  • 9.

    A Critical Review of Dosan Ahn Changho’s Conviction and Practice for Social Education

    박인주 , Kyuyeon Cho | 2015, 11(3) | pp.221~244 | number of Cited : 3
    Abstract PDF
    The purpose of this paper was to review critically social education in embryo-modern Korea and find implications for present lifelong education. A historical literatures were reviewed for Dosan Ahn Changho. Dosan’s activities and convictions for social educations were followings; first, he joined or founded a lot of organizations. Second, he devoted himself to boost self-consciousness, reform civic life, become economic independent, and build knowledge. Third, Dosan pursued not also changing society through increasing national power to make civilized nation and realize liberal democracy, but insisting nation’s independence and altruistic behaviour. To increase national power, he emphasized and built alliance through personality exercise and unity train. Dosan’s convictions and practices for national independence and social reform would imply practical and theoretical logics of educational value and meaning, method for contemporary Korean social education.