KJC Korea
Journal Central

Some literacy teachers become literacy educators who have the professional ideas of literacy teaching and literacy learning, in the process of enlarging the horizon of understanding of literacy learners. In this study, I interviewed three literacy educators working in the area of literacy education about their life history, analyzed and interpreted the interview data. The chances of their participating in the literacy education were different, then their courses of life were also different. But there are similarities in terms of concentrating heir minds about the situation of illiteracy, thinking about illiteracy extensively, and overcoming their limitation as literates constantly. Through the conversion of thought that don’t use ‘illiterate’ as the proper noun to indicate the certain group of person, we can recognize that everyone grows from illiterate to literate and the problems of illiteracy become ours, and have the idea that literacy teacher and literacy learner are co-educating.

While e-learning has become more popular and part of our lives, the lecture video is still a dominant and uniform format in online learning. Students in e-learning often passively watch lecture videos and barely participate in asking questions or joining discussions. This study intends to draw attentions to many neglected passive students in online learning, to propose vicarious interactions to facilitate their cognitive activation, to exam theories and literature throughly and to generate useful instructional design principles and strategies for practitioners. Three theoretical frames: 1 linguistic approach, 2 social psychology approach, 3 cognitive science approach were used to investigate the effects of vicarious interactions and to derive implications on instructional designs. The findings of this study provides e-learning designers and developers with fundamental advices in their attempts to get away from the standardized lecture style course and reflect needs of learners. This study is significant in that it suggest a new perspective and approach on type uses of online interactions and expand the educational understanding.

How should university education respond to new learning styles and values defined by the era of the Fourth Industrial Revolution? For this inquiry, this study delved into how online learning in university education has become widespread, and then attempted to find the implications for future university education. In specific, this study discussed what are the key drivers of the changes in university education as focusing on 1 the new concepts of capable person and essential competence, 2 changes of university teaching and learning in contents and technologies, and 3 diversification of higher education system. The study then examined the trends of online learning proliferation in university education, and discussed the features of utilization of new teaching and learning models. Finally, a development direction of online learning for innovative teaching and learning in university education was discussed. In conclusion, this study suggested the implications for teaching and learning in future university education.

This study aims to identify the characteristics and difficulties of the process of structuring civil education into education programs in the paradigm of participatory democracy. Participatory democracy means democracy that is constantly reconstructed through civic participation in the living world, as a concept overcome the limit of liberal democracy, which confines democracy to political institutions. The transition of the democratic paradigm calls for a shift in civil education philosophy and a new conceptual framework. This study captures civil education in participatory democracy as ‘civil participatory education’, separated from civil education in liberal democracy. This study investigated the development of an civil education program called <Citizen School>. In the early stages of program development, developers built up the philosophical foundation of the program and reorganized the concept of citizens. The views between developers on the purpose of the program were conflicting, but by focusing on the specific context of ‘region’, they reached an agreement. Based on the philosophical foundation of citizen participatory education, instructors designed education activities. The instructors created a space of trust that would lead learners to participate. Also, they attempted to combine civil participatory experience with educational activities. However, the citizen participatory education program development has difficulties in dilemma of needs assessment and collision between objective of program and learning goal. The study identified these difficulties and sought the possibility of overcoming them by proposing ‘social platform for civil participatory education.

This study explored the cultural competencies of middle-aged to elderly adult learners in Chinese language class at a lifelong educational institution. In this research, 13 learners and one instructor were interviewed. On top of that, a participant observation was conducted. Since foreign language education is primarily aimed at enhancing communication abilities with people from other cultures, it has a close relationship with the understanding of culture. As a result of this research, learners were building cultural competences in four dimensions. First, the Chinese language ability was improved. Second, interpersonal skills were improved among learners. Third, on the personal level, the learner’s ability to develop one’s life was enhanced. Finally, on the instructor-learner culture’s level, the importance of interaction between the two was confirmed. That is, the teaching policy of the instructor interacted with the active reaction from the learners, thereby becoming a motivation for all scopes of cultural competence. The implications this research provides for lifelong education are the necessity of instructor’s cultural knowledge and strategic teaching methods.

As the use of the MOOCs(Massive Open Online Courses) is widened and diversified, MOOCs contribute to transforming a paradigm of open lifelong learning systems as well as playing a role in innovating higher education systems. In Korea, since K-MOOC was initiated in 2015, it has been achieved quantitative growth through the participation of many universities. In this respect, this study intends to contribute to the qualitative growth of K-MOOCs by developing a quality assurance tool in K-MOOC platform, In particular, the quality assurance tool will be developed as a checklist with importance scales on the indicators to help decision making by reflecting the context of K-MOOC projects driven by Korean government. To achieve the research objective, first of all, previous studies related to the quality assurance in both online contents development and the global MOOCs were analyzed, and the categories and indicators for the quality assurance of K-MOOC were induced. To measure and judge the priority scales on those, 10 experts were recruited and conducted AHP(Analytic Hierarchy Process). After the judgement level were validated, 8 experts data which were proved to be consistent were included. The results show that the checklist for the quality assurance of K-MOOC consists of 4 categories and 20 indicators. Among 20 indicators, contents is the most crucial area for quality assurance of K-MOOC course, representing the priority such as relevant contents(1st), clear course objective(2nd), proper learning strategies(3rd), interests(4th), clear course structure(5th). This study has an implication on building a foundation on K-MOOC quality improvements by providing a quality assurance tool. It can also contribute to utilizing the tool as an effectiveness evaluation framework as well as in decision making process through the priority scale when decisions needs to be traded off.

The purpose of this study is to analyze the differences in sociocultural characteristics and academic perception of 3,297 students who attend Korea’s open university. The groups of students were classified by generation - the youth, middle-aged, and new-silver. Cross-tabulation analysis and One-way ANOVA were conducted. According to the findings of the study, the differences among the generations were statistically confirmed in terms of the sociocultural characteristics and the academic perceptions. The youth generations with unstable socioeconomic status wanted to quickly earn a degree based on the instrumental perspectives. The middle-aged generations, who generally seek to maintain socioeconomic stability, perceived learning as an insurance and experienced difficulties in securing enough learning time. The new-silver generations, who are able to invest relatively sufficient time and tend to assign a greater value on learning, possessed an intrinsic perspective that emphasizes the academic process itself. Additionally, they wanted to acquire advanced knowledge and manage their time in a valuable way. This study is expected to serve as a vehicle not only for suggesting policy directions for open universities as an agent of lifelong learning, but also establishing developmental strategies for lifelong learning in a higher education setting.

The purpose of this study was to analyze the direct and indirect influence of variables on adult learners’ intention to take MOOC which is used in lifelong education. In this study, based on the previous researchies of on-line courses, we derived distance education, and intention of taking courses, social influence, self efficacy, expectation-confirmation, task-technology fit, and satisfaction as influential variables. And we explored verified directly or indirectly influences on adult learners' intention to learn MOOC. In this study, data were collected from 246 adult learners studying at three lifelong education institutes in the metropolitan area. In this study, structural relations between variables were verified by using structural equation model. This study investigated variables that affect the intention of the adult learners participating in the MOOC, and to explore the influence of the variables on the structural relations and intention of the learners. The results of this study were as follows. First, task-technology fit was the most significant influence directly or indirectly on adult learner's intention to take courses. Second, expectation-confirmation of MOOC was the most significant influence indirectly on the intention of adult learners to take MOOC. Third, through this study, we could grasp the structural relationship between the variables that affect adult learners' intention to take MOOC courses. Based on the results of the current study, we have presented the theoretical and practical implications for the effective use of MOOC, which is expected to be increasingly universal in the field of lifelong education.

The purpose of this study was to examine the process of team achievement goal orientation in learning communities. Based on the expectancy-value and the achievement goal orientation theories, team efficacy was chosen as an expectancy factor, and task value was chosen as a value factor. The moderating effects of psychological safety in the relationship between the predictors and team mastery goal, team performance-approach goal, and team performance-avoidance goal were examined. The data from 104 teams who participated in learning community activities were collected, and path analysis was employed. As a result, task value was revealed as an important factor to team mastery goal. Team efficacy was positively related to team performance-approach goal, and particularly psychological safety moderated the relationship between team efficacy and team performance-approach goal. Furthermore, psychological safety moderated the relationship between task value and the team performance-approach goal. Finally, task value was negatively related to the team performance-avoidance goal, and psychological safety moderated the relationship between task value and the team performance-avoidance goal. This study provided the implications for improving team motivation in college students’ learning community activities.

Based on the problematic consciousness that colleges and universities provide poor supportive systems as higher lifelong education institutions for the growing number of learners with multicultural backgrounds to enter a higher education institution in the multicultural era, this study set out to explore the roles and supportive systems of colleges and universities to support the expanded opportunities of higher lifelong education, capabilities of academic performance, and connection of capabilities to the labor market after graduation. For this purpose, the study analyzed related policies and cases home and abroad and selected Korea National Open University as a representative case of South Korea to conduct a survey and in-depth interviews with learners with multicultural backgrounds around the major issues and needs identified at meetings of experts and learners with multicultural backgrounds. The findings show that the following basic directions should be based to explore supportive systems for higher lifelong education for learners with multicultural backgrounds: first, the study proposed the following plans to support higher lifelong education of learners with multicultural backgrounds: improving the credit recognition system to enter college; introducing a credit recognition system into the liberal art courses for characterization; and introducing a Korean proficiency certificate system for the substantiality of graduation requirements. Second, the study proposed the following plans to build a system for specialized admission and academic consultation of learners with multicultural backgrounds: installing an agency devoted to the support of learners with multicultural backgrounds and providing education on multicultural awareness to the devoted personnel and staff members on campus. Third, the study proposed the following plans to run a higher lifelong education course and a supportive system for learning: reinforcing support for Korean education for academic purposes and systemizing the supportive system plan for basic education to increase learning abilities for higher education. Fourth, the study proposed a couple of strategies to prevent drop-outs in the learning process and support successful college life such as connecting human resources among learners with multicultural backgrounds and supporting the activation of their community. Finally, the study proposed the following plans to help learners with multicultural backgrounds develop a career and build a system to support their stay: to provide programs to help them with career development and employment support and to devise a service to help married migrant women obtain a stable stay qualification after graduation.