KJC Korea
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This research aims to analyze a newly emerging horizon of ‘humanities education programs ecosystem for adult citizens (HEPEfAC, hereafter)’, since 2000s, especially on the contents, structures and competing agents, based upon data obtained from National Survey on Lifelong Education Institutions. The concept of HEPEfAC is constructed to capture the representative phenomena of the complex ecosystem of educational programs that (1) delivers humanities as contents, (2) for ordinary adult citizens, not for experts in this field, (3) with diverse educational programs competing and sometimes collaborating; and (4) eventually co-evolving the ecosystem with heterogenous and diversified values to produce derivative knowledge structures by crossing over the rigorous boundaries of traditional humanities territories. To verify the conceptual construction of HEPEfAC, the accumulated data for last ten years of the National Survey on Lifelong Education Institutions was analyzed; total 2,765 lifelong education programs that included the keyword of 'humanities' in the title were collected, classified, and scrutinized. Some key characteristics observed from the data shows as follows: The volume of HEPEfAC has been constantly increased for last ten years with further diversities and heterogeneity; some contrasting values, for example, liberal values and human capital values, were co-existed in multiple knowledge areas, merging to establish co-evolutional programs; public non-profit programs and private for-profit programs were sometimes competing on the one hand, and collaborating on the other. As a whole, public educational institutions, under the auspice of significant government subsidies, played leading roles in 36 「평생학습사회」 제14권 제3호fertilizing the program complex to cultivate liberal and democratic competences, while private human resources programs also participated with different reasons ― to connect the value of the humanities with the key competences in the workplaces. As a consequence, for last ten years or so, HEPEfAC came to grow up becoming a expansive complexity of humanities education practices for adult citizens, which has never been observed in the field of humanities education for adults in Korea. This article has attempted to interpret the phenomena as a practice of cultural politics, but more to be suggested as further studies.

The purpose of this study was to show the reality of lifelong learning community consulting to improve on the problems of lifelong learning community sites and to explore educational possibilities that appear in the process. For this, an action research methodology was applied. Research results showed that lifelong learning community consulting develops in the three stages of the preliminary preparation stage, the implementation stage, and the application stage and consulting harvest work in which consulting results are shared with the region and identified the change of sites in the application stage, is positively necessary. It was revealed that the educational possibilities of lifelong learning community consulting form a ‘communal study of community life by subject’, ‘public community sphere to find solution for community life’ and ‘cooperative planning for a leap forward.’ These study are meaningful in serving consulting basic data for the community based lifelong education design to create a lifelong learning community.

The purpose of this study is to identify strategies for the development of village education community. This study is analyzed with the experiences of working staff through focus group interview and opinions of regional residents through survey about village education community. Six practical strategies for the development of village education community are suggested with the results of perception and needs of working staff and regional resident. Establishment and sharing of definition and vision for the direction of village education community are emphasized, and network is constructed for the cooperation and triangular governance system of regional resident, community, and city government of education. Also, project and program are needed to manage for the support of regional identity as well as village education community. Place for the regional unused space and supporting policy are suggested to prepare for village education community. The result of study will be expected to use the base line data for the preparation of academic and practical foundation of village education community.

This study was designed to approach various e-Learning data accumulated in Learning Management System (LMS) for university e-Learning from the perspective of learning analytics. This study used cluster analysis method with observation variables being e-Learning spatio-temporal data and analyzed the differences in academic achievement among clusters. For this study researcher collected e-Learning data from 68 e-Learning classes, 13,611 learners, during 3 years (6 semesters). This study used cluster analysis from spatio-temporal data, found out differences between attendance rate and used F-test to find out different academy achievement. Major study findings were as follow: Firstly, the number of clusters of university e-Learning learners emerged four (Cluster 1-4). Characteristics of each cluster were classified as [Cluster 1] of learners mainly outside school-weekdays-in the afternoon, [Cluster 2] those in school-weekdays-in the afternoon, [Cluster 3] outside school-weekends-in the afternoon and [Cluster 4] outside school-weekdays-at night. Secondly, Cluster 1 and Cluster 2 showed higher attendance than Cluster 3, Cluster 4 with both having statistical significance (F=68.34, p<.001). Also Cluster 2 and Cluster 1 received higher academic achievement than Cluster 3, Cluster 4 with both having statistical significance (F=39.60, p<.001).