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pISSN : 1738-0057 / eISSN : 2671-8332

2020 KCI Impact Factor : 3.33
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2019, Vol.15, No.3

  • 1.

    Development of a Distance Learning Readiness Tool (DLRT) to Support Distance Learners

    Hyoseon Choi | EunKyoung Yeon | Nam Na Ra and 1other persons | 2019, 15(3) | pp.1~34 | number of Cited : 0
    Abstract PDF
    In a distance learning, it is gradually getting attention to measure the distance learning readiness of distance learners by using learning readiness tools as a way to support learner’s distance learning. In this context, this study aims to develop and validate a diagnostic tool that can measure the distance learning readiness of the distance learners. The literature review, case analysis, and analysis of learner’s learning process were used for the development of the learning readiness tool. As a result, the area of the learning readiness tool of the distance learners was divided into three areas: ‘preparation as an adult learner’, ‘competencies of a distance learner’, and ‘learning students’ life’. The results of the three-phase validations for experts, college practitioners, and distance learners showed that the developed learning readiness tool was reliable and valid enough to be used as a learner support tool. It is expected that the distance learning readiness tool for distance learners can improve learning competencies by supporting distance learning adaptation.
  • 2.

    The Development of Tutors’ Role Indicators for Facilitating Learning in K-MOOC

    NAM CHANG WOO | Daeun, Jo | 2019, 15(3) | pp.35~60 | number of Cited : 2
    Abstract PDF
    The purpose of this study is to identify the role of tutors and their required role in making learner-oriented learning active in K-MOOC. Unlike e-learning, K-MOOC has a learning form in which learners themselves conduct leading learning, so interactions between professors, tutors and learners should be considered simultaneously, and the role of tutors supporting the activities of professors and learners is very important. The Delphi survey was selected as K-MOOC tutors, development professor and administrative staff. Delphi investigations were conducted over a total of three times, and after the first and second Delphi investigations, the detailed roles were modified after pilot tests of one tutor with similar experience to those of two content experts. The research result shows that the role of the operating institute to promote learning in K-MOOC was selected as ‘Learning Guide and Learning Overview before the Opening, Forwarding Learning Objectives, Discussion and Task Management and Evaluation, Course Monitoring and Course Feedback’, and ‘Leader to Increase Participation in the Course Facilitator Role, E-mail Schedule, and E-Mail Communication Participation’. In the role of the education administration, a total of 12 detailed roles were calculated for ‘system problem delivery to school staff, difficulties in the learning process are regularly reviewed, difficulties of uploading notices, guiding the issuance of certificates after termination, and monitoring progress rates or grades’. In this study, the role indicators of the operating station are presented specifically, allowing K-MOOC personnel to clearly demonstrate to K-MOOC tutors what role they should perform as a tutor. It will also serve as a new awareness of the role and importance of tutors in the learner-driven K-MOOC learning environment.
  • 3.

    Illiterate Population by Local Governments and Incorrect Rate by Literate Domains: Centered on 2017 Korean Adult Literacy Survey

    Shin Eun Kyung | Kim Sunhwa | HYUN YOUNGSUP | 2019, 15(3) | pp.61~93 | number of Cited : 1
    Abstract PDF
    The purpose of this study was to investigate the illiterate population by local governments and incorrect rates by literate domains in order to suggest some implications. For the purpose, quantitative data collected through 2017 Korean Adult Literacy Survey were utilized. In the data, sample size was 4,004 and weighted sample size were 42,978,815. For the illiterate population by local governments, illiterate rate and population of 17 local governments were analyzed. And incorrect rates by 3 literate domains and 11 sub-literate domains were also analyzed. The results were as follows. First, the local government showed the highest illiterate rate was Jeonbuk. And the lowest illiterate rate was Ulsan. In the case of Jeonbuk, the rate of literacy-level 3 was highest than level 1 and 2. In the other hand, Incheon showed the highest rate of literacy-level 1 among 8 megalopolis. Second, there were the differences of illiterate rate by gender and age among 17 local governments. Third, there were the differences incorrect rate by literate domains(document, prose, and arithmetic) and literacy-levels. The rate was highest in the document and lowest in the prose. Based on the findings, conclusions and implications were discussed.
  • 4.

    The Mediating Effect of Ego–Resilience in Relations to Social Support and Career Decision–Making of Multicultural Adolescents

    shinyeonju | Hyungsoon Lee | 2019, 15(3) | pp.95~120 | number of Cited : 8
    Abstract PDF
    The purpose of this study is to examine the mediating effect of multicultural adolescents’ ego-resilience in relations to social support and career decisionmaking. For the research, Multicultural Adolescents Panel Study(MAPS) data from 5th wave(8 grade) were used. Specifically, 1,347 middle school students responded to a survey assessing the perceived social support, ego-resilience, and career decision-making. Results were as follows: First, career decision-making had a positive correlation with social support and ego-resilience. Second, ego-resilience partially mediated the relations between social support and career decision-making. It means career decision-making is influenced directly by social support and also affected indirectly by ego-resilience. Third, the study has found that there were differences depending on national identity. More specifically, ego-resilience have totally mediated social support and career decision-making of multicultural adolescence with Korean national identity. In the case of adolescence with the dual national identities as Koreans and also of parental nation, the mediated effects were not verified. In conclusion, in order to alleviate multicultural adolescents’ career decision, it is necessary to increase factors that would affect the social support while increase their ego-resilience. Additionally, their recognition of national identity should be taken into account.