Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332
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2017, Vol.13, No.1

  • 1.

    A Phenomenological Study on the Experience of the Elderly Women in Participating in Lifelong Education

    Shin minju , Yong-Kook Joo | 2017, 13(1) | pp.1~24 | number of Cited : 5
    Abstract PDF
    The purpose of the study was to explore the learning experience and essential meaning through lifelong education of the eldely women. The phenomenological method of Giorgi(1997) was used as the research method. Participants were eight elderly women aged 65 or older participating in the lifelong education program at the department store cultural center in B, U, C cities. The experience of participating in lifelong education of elderly women has five phases. First, it was a new beginning for the transformation of positive life away from depression or helplessness. Second, they experienced relationship restoration through interaction with peers who met during the learning process. Third, they became confident that they could do something. Fourth, through the interaction with the colleagues they have recovered the interpersonal relationships and healed the wounds of the mind. Fifth, they recovered self-esteem, and experienced a change of identity as a positive self. The essential meaning of participation in lifelong education was not merely a place for the elderly women to acquire knowledge and skill but a place to heal their wounds and find themselves newly. In conclusion, participation in lifelong education is not merely an experience to learn something for the elderly women, but rather promotes their own growth and helps others make new growth through sharing their talents for others.
  • 2.

    A Study on Characteristics of the Expansive Learning Experiences of the Teacher’s Community of Practice Growth

    SangSoo Lee | 2017, 13(1) | pp.25~48 | number of Cited : 9
    Abstract PDF
    This research was conducted to examine the growth of the Teacher’s Community of Practice and to examine the experiential characteristics of the expansive learning that the members experienced in the process of growth. To fulfill the objectives of this research, based on the case study of the ‘Teachers Evangelical Mission’, qualitative research on the growth process of the Community of Practice and the experience of the expansive learning of the members during the process was conducted. The expansive learning experience of the members of the Teachers Evangelical Mission has the following significance. First, ‘making connection’ experience recognizes the difference of individuals, organizations and disparity of environment and stands for expansion from the perspective of becoming connected to other people and realizing finding one self as a learning object. Second, through lateral participation, the ‘learning together’ experience transcends object oriented activities and by finding a balance, this stands for expansion from the perspective of the individual and the organization becoming the object. Third, the ‘crossing boundaries’ experience through interaction and discovery of the possibility of achievement stands for expansion from the perspective of driving the change in society by finding balance of flexibility that break down barriers and the static-ness that forms the barriers of the Community of Practice.
  • 3.

    Adaptive Learning, Competency Based Education, and Personalization: Implications for Distance Education and Adult Learners

    Rick L. Shearer | 2017, 13(1) | pp.49~71 | number of Cited : 0
    Abstract PDF
    This paper takes an exploratory look at the constructs of competency-based education (CBE) and adaptive learning and their possible impacts on distance education and the adult learner. As re-emerging constructs within the higher education landscape it is important to track the history of these concept, how they have been implemented in the past, and how they may be implemented in the future to benefit adult learners studying at a distance. This paper also examines how the constructs fit within the theory of transactional distance and the community of inquiry model, and how higher education, specifically in the United States, may need to change in order to allow adaptive learning and competency-based approaches to be integrated into institutions. Although this paper is a snap shot of the status of these constructs, it will be important to continue to track these concepts to understand which systems and models work and which may not have promise for our learners.
  • 4.

    Exploring the Experience of Participants and Teachers in Operating Process of Storytelling Program for People with Severe Developmental Disabilities

    Lim, Hae-Gyeoung , Park Jae Kook , Yeonjae Lee and 1 other persons | 2017, 13(1) | pp.73~103 | number of Cited : 3
    Abstract PDF
    This study attempts to investigate the experience of the teacher who participated in the multi-sensory storytelling class for people with developmental disabilities and to understand the meaning of the lifelong education program for people with disabilities. This qualitative study analyzed the interview data from the three teachers who conducted the program from May to August in 2016. This program was implemented for the three people with developmental disabilities from the housing facility located in Busan Metropolitan City. The results of the data analysis were classified into 4 categories, 8 sub-categories, and 16 subjects. Experience as a teacher in the multi-sensory storytelling class not only changes the people with developmental disabilities but also changes and affects the growth of the individual teacher and the awareness of professionalism. The results suggest that the administrative, financial, and political supplementation of the lifelong education program for people with disabilities is needed.
  • 5.

    The Impact of Workplace Learning on Innovation: Centered on Organizational Support

    Lee Jeong-geum | 2017, 13(1) | pp.105~130 | number of Cited : 3
    Abstract PDF
    The purpose of this study is to analyze the interrelationship between informal learning and innovativeness, superiors’ support, and peer support among the types of workplace learning among the manufacturing workers of large corporations. The effect of informal learning on innovation, Verify the moderating effect of peer support. To do this, we set up a research model by using informal learning as an independent variable, innovation as a dependent variable, and supervisor support and peer support as control variables. The survey was conducted on 500 regular workers employed in manufacturing industry of large corporations using colony sampling method and 451 copies were collected and used for research analysis As a result of the study, first, ‘Informal learning will have a significant effect on innovation’ shows that positive learning effect and innovation have a positive influence relationship. Second, ‘Supervisor support will control the effect of informal learning on innovativeness’ has a positive effect on the improvement of innovativeness through informal learning by the supervisor. Third, it was shown that ‘support for peers will control the influence of informal learning on innovation’, and peer support does not control improvement of innovativeness through informal learning. Through research, it was found that the boss’ s interest and effort positively contributed to the innovation improvement through the informal learning of the members, and the support of the peer does not influence the improvement of the innovation. This study will provide significant implications for effective workplace learning management at the organizational level.
  • 6.

    Mediating Effect of Calling in the Relationship between Spiritual Leadership of Leader and Organizational Citizenship Behavior Recognized by Staff of Lifelong Learning Institutions

    정혜원 , LEE HEE SU | 2017, 13(1) | pp.131~156 | number of Cited : 5
    Abstract PDF
    The purpose of this study is to examine influence of spiritual leadership on organizational citizenship behavior among the staff of the lifelong education institutions. This study also examines possible mediating effects of calling on the relationship between spiritual leadership and organizational citizenship behavior. To prove the above mentioned research questions, approximately 300 questionnaires were distributed to the employees of the lifelong education institutions located in Seoul, Gyeonggi and Incheon. The questionnaires of 227 respondents were finally analyzed. The results are follows. First, spiritual leadership had a direct effect on calling and organizational citizenship behavior. Second, calling played as a mediator in the relationship between spiritual leadership and organizational citizenship behavior. The results of the study imply that leader’s spiritual leadership would be significant for promoting organization citizenship behavior accompanied by calling. In addition, practical implications that can be considered at the organizational level to promote the attitudes and behaviors of the employees for the purpose of forming a positive organizational atmosphere of lifelong educational institutions are presented.
  • 7.

    An Analysis of the Structure Relationship among Influence Factors on the Loyalty of Adult Learners in Distance Education-based Academic Credit Bank System

    Jeong, Hanho | 2017, 13(1) | pp.157~184 | number of Cited : 2
    Abstract PDF
    This study investigated factors that influence the adult learners’ loyalty to continue using distance education-based academic credit bank system. In this study, perceived value, service quality, reputation, and habit were adopted as exogenous variables. Trust and satisfaction were adopted as moderating variables, and adult learners’ loyalty to distance education-based on academic credit bank system were adopted as a dependent variable. Data was collected from adult learners taking courses that utilize distance education-based on academic credit bank system. 254 adult learners participated and the questionnaires were analyzed using the structural equation modeling method. To examine the impact, this study investigated impact variables related to adult learners’ loyalty to their courses that distance education-based on academic credit bank system to discover an optimum model for the relationship among the variables. The findings show that satisfaction positively exert significant influence on adult learners’ loyalty to courses that utilize distance education-based academic credit bank system. This study provides suggestions both for practice and theory regarding the use of distance education-based academic credit bank system in lifelong education.
  • 8.

    A Study of Satisfaction and Intention to Use MOOC Based on UTAUT2 in Korea

    JooYoungJu , Kim Dongsim | 2017, 13(1) | pp.185~207 | number of Cited : 34
    Abstract PDF
    The purpose of the present study is to verify the structural relationship among performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, satisfaction, and behavioral intention in KOREA-MOOC based on UTAUT2. For this study, K-MOOC was chosen to conduct web survey. The subjects were 175 students who participated in a K-MOOC class. A hypothetical model was composed of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit as exogenous variables, satisfaction and behavioral intention as endogenous variables. The result of this study through structural equation modeling analysis is as follows: First, performance expectancy, effort expectancy, facilitating conditions, and hedonic motivation significantly affect satisfaction. Second, effort expectancy, hedonic motivation, habit, and satisfaction significantly affect behavioral intention. These results imply that performance expectancy, effort expectancy, facilitating conditions, hedonic motivation and habit should be considered for the design and development of K-MOOC. Also, satisfaction is important to enhance behavioral intention. This study propose strategies for successful K-MOOC.