The purpose of this study was to identify how the elderly female learners recognized the meaning of their lives and death, and tried to change it through participation in lifelong education. To achieve this purpose, this study adopted a life-history study to understand and analyze deeply elderly women’s personal history and life experience.
As a result, most of old female learners who had participated in lifelong education tended to try to change their lifestyle enthusiastically. The reasons they participated in lifelong learning were that first, their negative experiences that they had been not able to participate in official education because of social and cultural situation led them to participate in lifelong learning. Second, their strong wish and hope that they could overcome these negative experiences caused learning motives for changing their life. Old female learners experience changed life styles and attitudes through acquiring not only technical skills but also new social roles from helping and sharing with others in daily life. Finally, they came to reinterpret their lives to overcome their inferiority complex through diverse activities, and began to have new dream and desire for learning after participating in lifelong learning. However, since death anxiety accompanied by aging was ambivalent emotion, they were hard to step out from their anxiety and difficult to overcome them only by lifelong learning.
The purpose of this study was to explore a theoretical framework to understand career disconnection process of career disrupted women and explain career change process. For this purpose, in-depth interviews with 12 career cut-off women were implemented and the data was analyzed by applying the grounded theory method. As a result, 180 concepts, 53 subcategories and 13 categories were found, and a paradigm model was derived. The central phenomenon was ‘I am worried about where my life is’, and the causal condition appeared to stop my work from various causes. The contextual conditions was confined to the work of the child and the family, and the interventional condition showed the various supporting factors. Interaction strategies appeared to translate career search into action, to have diverse experiences to find a career, to find my life, to set and apply goals, and to understand others’ minds. The results showed that participants were aware of autonomy and growth, had confidence and confidence, and set their career directions. These results show that the core category is to determine the direction of the stagnated life toward work and life through experience.
This study aims to understand and to infer the implications from the career preparation process of low-income university students in the context of high youth unemployment rate and the polarization of the social classes. We undertook two in-depth interviews with each 14 university students who were selected from S Scholarship Foundation, and collected written exercises and documents. According to the results, low-income university students perceive the third year of college as ‘Samangnyeon (the Korean word similarly pronounced with 3rd year and meaning a death year)’ and concentrate more efforts on career preparations. However, they are suffering from family situations and lacks of career resources. In this context, the participants struggle to improve their career readiness through ‘adjusting’ career aspirations to more attainable ones, ‘managing’ to utilize the minimum resources efficiently, and ‘expanding’ their networks. The career preparation processes of low-income university students suggests the necessity of multifaceted supports beyond economic supports.
This study analyzed the moderating effects of perceived usefulness and self- regulated learning skills on the relationship between adult students’ participative motivation and learning satisfaction in online continuing education programs. The participants were 90 adult students in Korea National Open University, and collected data were analyzed using hierarchical regression modeling. The results of this study showed that perceived usefulness has a moderating effect on activity-oriented and learning-oriented participative motivation. Also, self-regulated learning skill has a moderating effect on learning-oriented participative motivation. The result indicates that even if the participative motivation in learning predicts the learning satisfaction, the strength is changed by interacting with the perceived usefulness and self- regulated learning skill. The result of this study, it is necessary to understand the learner’s participative motivation and to consider the usefulness of online education programs. Also, it emphasizes the importance of self-regulated learning skill develop- ment, suggesting that concrete learner support measures are needed.