KJC Korea
Journal Central

The purpose of this study is to describe the practice of flipped learning in universities. For this, in-depth interviews were conducted with the five instructors who had experiences of flipped learning in A university in the central region of Korea, which were accompanied by the analyses of the syllabi, the pre class video, and the instructional portfolios. As a result, the design of the whole class, the nature, development, and utilization of the pre-class video, and the activities during the class have been implemented in various different ways. Nevertheless, all of the interviewees acknowledged that the flipped learning strategy had been effective. The researchers analyzed that the basis of this effect was their educational enthusiasm, the efforts to improve their own classes, and the support of the university to support them.

This study began with interest in youth who were not entered the college and focused on the life history of youth who gave up the entrance college due to the poverty. To the purpose, we selected three research participants and analyzed their poverty experiences as life event and the context in society. The three research participants in this study seem to have different experiences depending on their gender and age, but there are narratives that penetrate them. The poverty experienced in their lives was largely due to accidental accidents, such as traffic accidents and fraud. Because they could not separate themselves from the families suffering from poverty, they tried their best to take responsibility for the family's livelihood and debt. In the process, they naturally chose to go to college, and felt sorry for their family. Although they were living their daily lives with their best efforts to recognize themselves as the subjects of family’s poverty resolution, those who were high school graduate had low wage and unstable jobs. As a result, they were unable to solve the poverty they faced, and they were living in jeopardy, trapped in the brink of poverty. This finding suggests that the policy on college undergraduates needs to go beyond the restrictive approach of providing opportunities for their individual college education.

In this study, we investigated the counseling trainees’ first group counseling co-leader experiences. For this, we interviewed two graduate students who managed the Gestalt group counseling session as co-leaders. Interview data, transcripts of 10 session group counseling, 13 session supervision reports, and reflection journal of research participants were analysed by narrative method. The results were as follows. The research participants experienced anxiety due to lack of self-confidence at the early stage of the group, tension due to the double relationship with supervisor and professor, the colleagues and group members, and collaboration among co-leaders. As the group sessions and supervision based on the Gestalt theory continued, they were able to recover self-confidence through theoretical learning, technique exercises, watching Pearls’ video, and active cooperation of group members. Over time, they gradually applied various techniques autonomously with ongoing supervision, and experienced group cohesion and willingness to resolve problems through brave self-exposures of several group members. In the process, cooperation between collaboration leaders has also been experienced, and positive experiences have been experienced in which the tension caused by the double relationship changes into deep trust. Finally, the implications and limitations of this study were discussed.

The objective of this study is to understand the current establishment status of connected system between lifelong educational institutes for ordinary people and the disabled, and also the obstacle factors on the establishment of connected system, targeting the employees of lifelong educational institutes for ordinary people and the disabled. To achieve the objective of this study, the research procedures were performed as follows. First, a survey on the current establishment status of connected system and the obstacle factors was conducted targeting total 420 employees of lifelong educational institutes for ordinary people and the disabled. Second, through discussions between the researchers based on the survey responses, the current establishment status(institutes establishing the connected system, established areas, shared information, shared resources, and etc) of lifelong educational institutes for ordinary people and the disabled was understood. Third, through discussions between the researchers based on the survey responses, the obstacle factors on the establishment of connected system between lifelong educational institutes for ordinary people and the disabled were understood. Also, based on such results of this study, the effective measures for the establishment of connected system between lifelong educational institutes between ordinary people and the disabled were suggested.