As the need for lifelong learning is increasing due to changes in population structure and a shortened life cycle of knowledge and skills, many developed countries emphasize the role of universities and colleges as major providers oflifelong education. Since 2008, the Korean government has implemented several policies that aim to strengthen lifelong education programs in universities. Despite some success, issues such as a lack of consistency among similar policies and low social consensus towards those policies have emerged. The purpose of this study is to provide a long-term policy approach to improve universities' provision of lifelong education based on a systematic needs analysis. Using a representative sample of Korean adults over 24, this study conducted a survey that identified Korean adults' need for university lifelong education and other relevant aspects. Results showed that 76.1% of the sample intended to participate in university lifelong education. Among those interested, a significant portion intended to participate in formal lifelong education. Also, individual adults’ needs varied according to their life stages. Based on the findings, several policy approaches to support university lifelong education are suggested.
The faculty-student interaction, which is at the core of educational activities, has been known as an important factor that influences the performance of university education. The purpose of this study was to analyze the effects andimplications of professor-student interaction inside and outside of the classroom on college students’ academic performance and career decisions. For this purpose, in-depth interviews were conducted with 24 undergraduate students in Korean Universities. Major findings show the professor’s interest in and support of individual students was found to be a factor in promoting student growth. Outside of class, the support of professors who helped students to think and accompanied them as students explored and designed their careers had a great impact on shaping the students' values and directions of their careers. Positive internal and external interactions with professors have a strong impact on students’ cognitive and non-cognitive learning outcomes, helping them to succeed in college. It indicated an important process indicator for the educational growth and development of students.
The purpose of this study was to explore the needs for lifelong education of people with developmental disabilities and families. Participants were ten people with developmental disabilities and four family members who had lifelong education experiences. We conducted in-depth interviews to examine the experiences and needs of lifelong education. All interview data were transcribed verbatim, and were analyzed using the constant comparative method. Analysis results showed two themes and ten sub-themes. Regarding the experiences on lifelong education, my thinking of lifelong education, motivation to participate in lifelong education, and benefits of lifelong education were appeared. With regard to the needs for lifelong education, it is necessary to promote physical and informational accessibility, to provide options for various programs, to build consistent and stable system, to participate in an inclusive environment within a community, and to build individualized lifelong education system, and to participate in family support program. Based on the results, implications and suggestions for the future research were discussed.
The importance of lifelong education has been emphasized as we move into an aging society. Lifelong education in the libraries is becoming more and more common, and the user needs are growing. In this paper, we try to perform an empirical analysis based on the data from the national library statistics system. A macro-level statistical analysis was employed to examine national trends and regional differences of the number of libraries with lifelong education programs which were not covered in most past studies. We build a split-plot model which can be estimated by the restricted maximum likelihood estimation method. Estimation results show that there exists a regionaldifference in the population per libraries running lifelong education programs. Those in metropolitan cities generally have more workload compared to other province areas. The results could be interpreted as a suggestion of more careful allocation of library facilities for the lifelong education is needed considering the asymmetric distribution of population per library between metropolitan cities and provinces.
The purpose of this study was to examine whether the expectation-confirmation and perceived usefulness in the relationship between learning commitment and satisfaction of life of adult female learners have multiple mediating effects. The data were analyzed from 459 adult female learners over 20 years of age. The results of this study were summarized as follows. First, the fit of the research model was all good. Second, the path coefficients between learningcommitment and satisfaction of life, learning commitment and expectationconfirmation,expectation-confirmation and perceived usefulness, perceived usefulness, and satisfaction of life were all statistically significant. Third, the mediation effect of expectation-confirmation and perceived usefulness was significant in the path from learning commitment to satisfaction of life. This meansthat learning commitment increases expectation-confirmation, expectationconfirmation improves perceived usefulness, and perceived usefulness promotes the satisfaction of life. This study suggests the lifelong pedagogical implications of the study on the subjective well-being of adult female learners.
Using structural model, we investigated the impact of ‘task interdependence’, ‘task conflict’, ‘relationship conflict’, and ‘team member cooperation’ on ‘team performance’ of adult learners in the Graduate School of Education. In particular,‘task interdependence’ and ‘team member cooperation’ were adopted as positive variables. ‘Task conflict’ and ‘relationship conflict’ were adopted as negative variables, and ‘team performance’ was adopted as a dependent variable. In thisstudy, data were collected from adult learners(250 students) who have been conducting team learning for two consecutive semesters. Through this study, first, it was found that task interdependence in team learning had the most direct-indirect impact on team performance. Second, it was found that team member cooperation to solve team tasks had the most direct impact on team performance. Third, the impact of relationship conflict and task conflict on team performance could be structurally identified. For example, we found that relationship conflict can be a source of task conflict and negatively affect team member cooperation or team performance. It was also explored that task conflict did not have a significant impact on team member cooperation but could have a positive impact on team performance. This study suggested the theoretical and practical implications for the effective implementation of team learning for adult learners at the Graduate School of Education.
The purpose of this study was to investigate the effects of short-term respiration meditation on the improvement of adult learners' learning ability. Study 1 was an experimental study. It was confirmed the increase of concentration aftershort-term meditation for adult learners (33 students) attending university in Daegu. Study 2 was a quasi-experimental study. It was confirmed whether repeated training of short-term meditation improves attention concentration andclass concentration of adult learners (140 students) attending university in Gyeongbuk province. The results of this study were as follows: First, short-term meditation improved the concentration of adult learners even with short-termexercise (6 minutes). This suggests that considering the conditions of adult learners who have to work and study at the same time, short-term meditation can be used as a way to increase the learning effect without putting a lot of trainingtime. Second, the repeated training of short-term meditation improved adultlearners' attention and class concentration. Moreover, this result supports thepossibility of generalization of the effect of repetitive training in that it wasempirically confirmed in the actual class fields. Finally, the implications andlimitations of this study in the lifelong learning scene and suggestions for futureresearch were suggested.