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.4

  • 1.

    A Study on Student-Workers’ Learning Activity and Contradiction in Special Graduate School

    Kim Ji Young , Wonsup Chang | 2017, 13(4) | pp.1~23 | number of Cited : 7
    Abstract PDF
    This study based on Cultural-Historical Activity Theory, student-workers’ learning, which explains the phenomenon best in Special graduate schools, will be reviewed. For this study, qualitative research are applied. The qualitative research method, student-workers’ activity system in school and workplace has been analyzed and the result shows that the object of activity is the career development through work and continuing education. student-workers have integrated theories and practices, expanded concepts, and furthermore established new concepts. Also, by sharing knowledge, they have impacted on organizational learning in school, created new contexts in school and led changes. The activity systems internally revealed inner structural conflicts. Specifically, in the school activity system, contradiction appeared between rule, division of labor, community, tool and object. In the process of resolving structural contradiction, student-workers showed expansive learning such as changing the components of activity system and establishing another new activity system.
  • 2.

    A Case Study on Mature ‘Women’ Learners’ Undergraduate Education Experiences at 4-year Universities

    Lee, Sunghoe | 2017, 13(4) | pp.25~49 | number of Cited : 2
    Abstract PDF
    This qualitative case study explored highly-educated mature women under– graduates’ experiences at 4-year universities. From a biographical and a gender- sensitive perspective, life history interviews were conducted with twenty adult women. Documents were also collected with regard to the structure of gender in which the women’s biographies were positioned. Data analysis suggests that the adult women commonly had experienced the gender discriminative labour market and returned to higher education to make use of their degree subjects for their future career. Owing to their prior higher education experiences, they took independent and individualistic approach to their learning. However, they struggled in balancing between their off-campus lives and their academic work on campus in which male academic staff and younger students are dominant. In such an academic environment, adult women regarded their life challenges, which made a critical impact on their learning, as “personal” rather than “academic” without being offered any institutional supports. Drawing on the analysis, this paper raises a fundamental question regarding the purpose and the object of an undergraduate education: are they premised upon specific age and certain gendered values e.g. masculinist conceptions of fostering autonomous, independent and self-directed learners? This study is original in that it offers a holistic and in-depth knowledge about mature women undergraduates’ experiences with reference to their biographies and the structure of gender.
  • 3.

    Analysis on the Non-formal Education Patterns of Adult Learners Participating in Distance Higher Education

    Lee, Eun Kyung , Euna Yang | 2017, 13(4) | pp.51~73 | number of Cited : 4
    Abstract PDF
    This research is designed to examine the non-formal education patterns of adult learners attending distance higher education institutions. Exploring their education patterns has a significance not only in examining adult education participation by groups sharing specific background or experience in terms of adult learner’s theories, but also in considering implications for adult education program reformation of distance higher education institutions. Therefore, this study conducted a survey of adult learners attending in Korea National Open University, and analyzed 363 cases reporting non-formal education experiences. Differences in non-formal education institutions and programs (number, hours, and duration of programs) were examined by individual variables. In results, the hours of participating non-formal education was 480 hours for three years in average. Among types of institutions, adult leaners participated in civic institutions and non-government organizations more than other institutions. By individual variables, patterns of participating in non-formal education were different. Based on the results, this study was able to explain the non-formal education patterns of adult learners attending in distance higher education institutions and to provided a suggestion in terms of expanding non-formal education programs in distance higher education institutions.
  • 4.

    The Social Mothering of Mothers of Adults with Disabilities: Based on a Semantic Network Analysis on Self Report Life Histories

    Joon Heo , Ilkyoung Noh , LEEGYEONGMIN | 2017, 13(4) | pp.75~104 | number of Cited : 8
    Abstract PDF
    The purpose of this study was to investigate the meaning of social mothering by the semantic network analysis on self report life histories of mothers of adults with disabilities. The results of the study showed that the disconnection with family members, responsibilities for rearing, guilt as a mother and social alienation have appeared throughout the life of research participants. However, since childhood and adolescence of their children, research participants have experienced social mothering through social network expansion and social practices. Research participants were naturally involved in social participation to solve their children’s education problems. Through these social participation, they not only experienced expansive learning about the world, society, and community, but also experienced the transformation of life as an expert. The experience of mothers of adults with disabilities as social mothers revealed meaningful learning styles such as learning as praxis, growth as a learning subject, collective learning as identity formation, and identity transformation. Based on these discussions, some theoretical suggestions for lifelong education were suggested.
  • 5.

    Analysis of Influential Factors Related to Learner on the Participation in Non-Formal Lifelong Education: Focusing on Programs Regarding Vocational Competence and Liberal Arts and Humanities

    Jeongwon Hwang , Kil, Hye-Ji | 2017, 13(4) | pp.105~127 | number of Cited : 8
    Abstract PDF
    The study attempts to provide implications for expanding future participation in lifelong education. For this purpose, the study analyzes the factors that affect the Korean adults’ participation in non-formal lifelong education, especially focused on the program of enhancing vocational competence and the program related to liberal arts and humanities using 2015 Korean Adult Lifelong Learning Survey by the Korean Educational Development Institute. The maim results of this study are First, Among the learners’ characteristics, participative motivation(learning-oriented, goal-oriented), preference to collective learning, level of participation in society, perception of thinking that lifelong education contributes to increasing quality of life, and perception about the improvement of quality of life had a significant impact. on the participation in programs aimed at enhancing vocational competence. Second, in case of the participation in programs related to liberal arts and humanities, learners’ characteristics including participative motivation(learning-oriented), preference to collective learning, level of participation in society, and perception about the improvement of quality of life had a significant impact. The analysis results imply that implementation of programs that account for the characteristics of adult learners should be required in each program field for expanding Korean adults’ participation in lifelong education.
  • 6.

    Analysis of Factors Influencing Self-Regulated Learning, Achievement in School for Returning Adult Learners

    Kim Dongsim , 김실희 | 2017, 13(4) | pp.129~150 | number of Cited : 2
    Abstract PDF
    This study aimed to analyze the relationships between self-determinations, self- efficacy, family support, peer and teacher support, self-regulated learning, and achievement in middle school for returning adult learners. 979 adult students in open middle school participated in this study. Open middle schools provide the best cyber education service using state-of-the-art information and telecommunication technology for everyone to study in an easy and convenient way. A hypothetical model proposed self-determinations, self-efficacy, family support, peer and teacher support as independent variables, and self-regulation learning and achievement as dependent variables. Stepwise regression analysis indicated that self-determinations, self-efficacy and family support significantly predicted self-regulated learning (learning, memory, self-management, and supplementation strategy). Peer and teacher support significantly predicted supplementation strategy of self-regulated learning. Also, peer and teacher support, self-efficacy significantly predicted achieve– ment. A foundation for improving learning outcomes in a successful retuning adult learners can be constructed on the basis of the results of this study.