Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332

2020 KCI Impact Factor : 3.33
Home > Explore Content > All Issues > Article List

2020, Vol.16, No.2

  • 1.

    Lifelong Education for People with Disabilities from the Perspective of E. C. Lindeman’s The Meaning of Adult Education

    Hyunjeong Nam | O, Min-Suk | 2020, 16(2) | pp.1~26 | number of Cited : 3
    Abstract PDF
    This paper started from the premise that confusion has been aggravated by the lack of theoretical basis of lifelong education perspective in research and practice of lifelong education for people with disabilities since 2016 revison of Lifelong Education Act. We mainly focus on reinterpreting lifelong education for peoplewith disabilities, using Lindeman’s The Meaning of Adult Education, which has not been dealt with in this area. We discussed ‘learning to be’ based on Lindeman’s concepts like ‘learning,’ ‘liberty,’ ‘creation,’ and ‘joy.’ We also emphasized ‘learningto live together’ for ‘the non-disabled,’ ‘experts,’ ‘social participation,’ and ‘social integration’ with Lindeman’s philosophy. The conclusion is that adults with disabilities should be seen as adults needing to be learners, teachers, and socialactivists. With this conclusion we suggested that the theoretical study of lifelong education for adults with disabilities should be conducted prior to its implementation.
  • 2.

    Capability Approach for Lifelong Learning Participation

    Jung, Choongdae | 2020, 16(2) | pp.27~51 | number of Cited : 0
    Abstract PDF
    Due to the obsolete and polarization of skill by rapid technological progress, the lifelong learning for re-skilling and up-skilling has been focused. In this context, this paper explores demographic and socio-economic factors related to lifelong learning for re- or up-skilling participation capability. It is based on Sen’s capability-focused approach which broadly defines development as a promotion of human freedom rather than narrowly as economic progress. As basic indicator of participation capability, the change of participation rate for lifelong learning is just maintained at around 20% during 2012-18. In addition, a result of the probit analysis for participation shows that less-educated, unemployed, employees for small and medium sized firms who have greater instrumental necessity have significantly lower participation capability. This means that lifelong learning should be viewed not only as instrumental dimension, but as constitutive dimension that itself contributes to the promotion of human freedom. And it also should be viewed as comprehensive outcomes that related with other capabilities. Therefore, in order to increase the lifelong learning capability, it is necessary to simultaneously expand social, economic and political capabilities.
  • 3.

    The Characteristics and Implications of Linkage and Cooperation among Local Governments, Local Universities and Local Enterprises - Focusing on the role of local governments -

    Kangjoo Lee | Kwon soon-Hyoung | Byunghun, Ahn and 1other persons | 2020, 16(2) | pp.53~84 | number of Cited : 4
    Abstract PDF
    The main purpose of this study is to capture and discuss the main features of the process of linkage and cooperation between local governments, universities and companies. In order to analyze the main features of the process of linkage and cooperation, in-depth interviews with major stakeholders were utilized, and major topic key words were presented from background and process contexts of the cooperation between local governments, universities and companies. The main results of this study are as follows. First, it was closely related to the impact of regional economic and industrial sectors of linkage and cooperation between local universities and businesses. Second, the government-led financial support project on industry-academic cooperation may cause the phenomenon of isomorphism in the course of linkage and cooperation activities process. Third, the roles and functions of local governments need to be strengthened in the process of linkage and cooperation between local universities and businesses. Fourth, it is necessary to identify and prepare the factors that promote linkage and cooperation between local universities and companies. In summary, this research highlighted the roles and functions of local governments and proposed an alternative to problems encountered in the connection and cooperation process
  • 4.

    A Study on the Learning Process of Creating the Public-private Partnership-type Small Libraries

    KIM YOUNG KYOUNG | 2020, 16(2) | pp.85~110 | number of Cited : 0
    Abstract PDF
    This study investigated the cases of creating public small libraries that formed innovative local learning community by cooperating with the public and private sectors to solve the problems of the community. The purpose of this study was to reveal the learning process and learning characteristics that appeared in making public small libraries. It was discovered that: First, the process of making small libraries formed learning cycles such as setting learning objectives through agenda formation, modeling through community learning and knotting, reviewing and implementing the model, and generalizing and expanding models. Second, the problem consciousness and situation analysis step were the process of social learning through historical and empirical analysis, collective thinking, and discussion. Third, in the modeling step, collaboration and boundary crossing through knot walking appeared, and a new model called public-private cooperative small library was proposed. Fourth, in the model execution and generalization step, the emergence of new actors (council), the development of tools and systems were characteristically performed for generalization. Fifth, various types of community learning were made in the process of making small libraries, forming learning networks and showing the characteristics of transformative local learning communities
  • 5.

    The Effects of Digital Literacy on the Quality of Life in Elderly

    joohee Lim | Kim, Eun Kyung | KIMMOONHEE | 2020, 16(2) | pp.111~135 | number of Cited : 5
    Abstract PDF
    The purpose of this study is to determine the level of digital literacy of older generations and to analyze how this affects their quality of life. In a digital society, digital literacy is an essential ability to enable social interaction among members and an important criterion for separating individual social participation and exclusion. Surveys were conducted for older people over 65 years of age to fulfill the research goals. As a result of analysis, digital use motivation and software use ability were derived as competencies influencing positive interpersonal relationships in old age, and digital use motivation and use competency were derived as competencies influencing personal growth of old age. It is noteworthy that the motivation for use was derived as a factor that significantly affects both positive interpersonal relationships and personal growth. This means that the higher the level of thinking and attitude appropriate for communicating and living in a new community of digital society, the higher the quality of life perceived by older generations. The results of these studies suggest that digital education for older generations should go beyond functional education and consider all ways to acquire a willingness and attitude to adapt to the digital environment.
  • 6.

    Developing Open Source LMS Functional Indicators for Support of Higher Education

    NAM CHANG WOO | Daeun, Jo | 2020, 16(2) | pp.137~164 | number of Cited : 11
    Abstract PDF
    This study aims to develop basic functions for supporting stable college education and functional indicators of open source LMS for supporting various future education in the fourth industrial revolution to change the actual college curriculum by the progress of technology. To this end, the key functions of the open source LMS for university education support were divided into four functions: teaching activity support function, learning activity support function, learning statistics function, system support and content management function, and investigated what detailed functions are presented in the preceding study accordingly. As delphi panels, three education engineering experts, four e-learning experts, three education administration experts and two university professors were selected, and three Delphi surveys were conducted. As a result, the detailed functions of the teaching activity support function were freely organized by video, quiz, discussion, etc. (supporting various class models including flip-learning), learner’s status (managing regular, late, non-participant women), and class tools based on tablet, PC, and smart phone usage(such as quiz questions associated with LMS). The detailed functions of the learning activity support function were providing mobile learning convenience (push, auto-login) and mobile document compatibility viewer (see documents within the LMS). The detailed functions of the learning statistics function were a stable pendulum by learning activity (video learning, task, quiz) and learning data collected and stored as standard (xAPI or IMS Caliper) in the cloud, AI functionality scalability, and the detailed functions of system support and content management functions were the ability to implement stable functions, and to provide proxy attendance based on remote lesson operation guidelines
  • 7.

    A Study on the Assessment of the Adult Career Resilience Enhancement Program

    LEE, Jaeyeol | Jeong, Yun-Kyoung | Bang Hyejin and 2other persons | 2020, 16(2) | pp.165~189 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to verify the effectiveness and applicability of the enhancement program for adult career resilience by evaluating its process and results according to the CIPP evaluation model. To this end, 62 participants and 4 facilitators participated in the program assessment. The result shows that participants regarded the program’s design as appropriate and highly appreciated its operations, helpfulness and usefulness. Similarly, the facilitators positively evaluated the program’s content and educational methods as well as its design, effectiveness, efficiency, and usefulness. Taken together, these results suggest that the program has a practical effect on enhancing adult career resilience, and as such structured career education programs for adults can be utilized in an effective way
  • 8.

    The Effect of Self-Regulation Learning, Teaching Presence, and Academic Achievement in the K-MOOC Setting

    OH MIJA | 2020, 16(2) | pp.191~212 | number of Cited : 20
    Abstract PDF
    This study aims to seek directions for improvement in developing and operatingK-MOOC by identifying the impact of variables, including learner’s self-regulatedlearning and instructor’s teaching presence, on academic achievement. To this end,this study set out two research questions, analyzed the outcomes of thequestionnaire survey of 106 students who completed three K-MOOC courses beingoperated at K University in Seoul, and conducted a hierarchical multiple regressionanalysis in three steps. According to the findings of the study, the variable of learner’s self-regulatedlearning had an impact on academic achievement with the control factor p=0.008and p<0.01. Of the variable of teaching presence, lesson design and learningmonitoring factors had an impact on academic achievement, each with p=0.000 andp<0.001. Based on these results, this study presents two suggestions. First, inorder to improve academic achievements of K-MOOC learners, it is necessary toprepare a strategy of providing opportunities for students to ask questions abouttheir learning content for themselves and to regulate the content and speed oflearning at their own pace. Second, it is necessary to enhance teaching presencethat learners feel through systematic instructional design and constant learningmonitoring. It is expected from the implementation of these suggestions thatlearner dropouts will be prevented and K-MOOC will develop to lead theeducation of the future.
  • 9.

    Multiple Mediated Effects of Empowerment and Spirituality in the Relation between Elders’ Learning Flow and Successful Aging

    MOON TAESEUNG | Lyu Jeong Hee | 2020, 16(2) | pp.213~231 | number of Cited : 2
    Abstract PDF
    The purpose of this research was to verify whether empowerment and spirituality have the multiple mediated effects on the relationship between learning flow and successful aging of the elderly. For this purpose, data were analyzed from 340 senior citizens who participated in lifelong learning of senior citizens’ colleges in Gwangju, Jeonnam, and religious facilities. Through the Structural Equation Modeling analysis, we verified the fitness of the model that mediates the relationship between empowerment and spirituality of the elderly’s learning flow and successful aging, and verified the multiple mediated effects of empowerment and spirituality by applying Bootstrapping. The results are summarized as follows. First, learning flow had a directly positive effects on the successful aging of the elderly. Second, learning flow had indirectly affects the successful aging of the elderly through empowerment and spirituality. Third, the multiple mediated effect of empowerment and spirituality was significant in the relationship between learning flow and successful aging. This shows that the learning flow increases empowerment, the empowerment raises the spirituality level, and the spirituality affects the successful aging. This research describes the lifelong pedagogical implications, implications, limitations of the research, and suggestions for subsequent studies for successful aging of the elderly
  • 10.

    The Current Status of Using Lifelong Education by Types of Disabilities and Demand

    Cho, Chang-Been | Kim Doo-Young | 2020, 16(2) | pp.233~259 | number of Cited : 5
    Abstract PDF
    Earliers studies on the current state of using lifelong education for people with disabilities and demand faced unreliable the results as they limited participants to those who visit lifelong education for people with disabilities. On that note, this study extended the scope of participants to adults with disabilities who have not joined lifelong educational programs to date and examined the current state of using lifelong educational programs by types of disabilities and demand. For this research, survey was conducted among 65 visually impaired people, 197 people with auditory disabilities, 123 physically challenged and with brain disorder and 71 parents nurturing children with development disabilities. The major results are shown as fol lows. The survey revealed that firstly, most responded that they have no experience in joining lifelong educational programs, while those who joined the programs mostly use welfare centers for people with disabilities. Delight was a main motive for their participation, and added that a small number of programs and too far from their homes are difficulties that they could not visit on a regular basis. As to elements that prevent their participation in the programs, they choose the lack of programs during time they prefer. Secondly, most of them were willing to join lifelong educational programs in the future. As to lifelong education centers they want, they mentioned welfare centers for people with disabilities. Many said weekend is preferred to attend classes. Lifelong educational programs they want to attend were diverse according to types of disabilities. A couple of things on ways to promote lifelong education for people with disabilities were discussed on the basis of the above findings