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pISSN : 1738-0057 / eISSN : 2671-8332

2020 KCI Impact Factor : 3.33
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2021, Vol.17, No.1

  • 1.

    Exploring the Possibility of Applying Social Pedagogy as the Theoretical Basis for Maeul Learning Community

    Mihyang Kim | 2021, 17(1) | pp.1~25 | number of Cited : 0
    Abstract PDF
    Maeul Learning Community based on linkages and cooperation between schools and local communities are emerging every day. However, in the related academia, research on educational history and educational philosophy to establish the theoretical foundation of the Maeul Learning Community is insufficient. This study focused on Social Pedagogy, which was conceptualized around Germany in the mid-19th century and is now spreading around the world. And we explored the possibility of applying as a theoretical basis for the Maeul Learning Community, looking at the history of social pedagogy, national and international trends, concepts and implications. The implications of the social pedagogy derived as a result of the study are the relationship between pedagogy and society, social problem solving and social transformation through pedagogy, realignment of the dynamics between individuals and society, pedagogy for the whole person based on humanism, and democracy and critical citizenship. The implications of this social pedagogy are in line with them of the Maeul Learning Community. These two emerged about 170 years apart. However, considering the fact that these two show the same context in terms of background, object, purpose, and method, it is believed that the viewpoint of philosophical anthropology and critical sociology on social pedagogy accumulated in the pedagogical history and pedagogical philosophy can contribute to the theorization of the Maeul Learning Community
  • 2.

    A Narrative Study of Educational Meaning of Adult Learner’ s University Experience

    Yujeong Ku | SEOK YOUNG OH | Soo Yeon Park | 2021, 17(1) | pp.27~48 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to focuses on four-year university adult learners by understanding their experiences in university from an insider perspective in order to find out what educational meaning university life gives to adult learners. In response, we conducted in-depth interviews with 15 adult learners by utilizing narrative exploration methods. Through the semantic analysis of qualitative data,the following findings were obtained: Adult learners have sequentially experienced the determination and conviction to go to university, the meaning of university life, and the expansion of university experience. This shows that adult learners experience holistic growth in the areas of knowledge(knowing) as well as in the areas of behavior, participation, and identity through university life. Accordingly,the practical suggestion to maintain and develop educational meaning for adult learners is that universities should participate in university life and create academic culture by providing support for adult learners to develop basic learning skills, orientation, mentoring, and consultation with professors.
  • 3.

    Achievements and Limitations in the Lifelong Learning City Project Implementation Process: A Case of Province G.

    Lee Ji Hye | Joon Heo | Jihyun Kim | 2021, 17(1) | pp.49~80 | number of Cited : 0
    Abstract PDF
    This study was conducted with the aim of exploring the outcomes, limitations, and alternatives of the Lifelong Learning City project being implemented with the aim of revitalizing local lifelong education. To this end, data were collected through 7 individual interviews and FGI for a total of 22 experts, including 8 policy experts and 14 on-site practitioners between July and August 2018. The analysis revealed three points. First, the lifelong learning city contributed positively to the expansion of individual learning opportunities and the lifelong education programs; however, the quality improvement of lifelong education programs for the capacity growth of individual residents and local communities is still weak. Second, meaningful local cases have been made through lifelong learning city projects based on the local community, but when it is led by the government, there is a limit to reflecting the the regional characteristics. Third, participation of the basic local governments in the expansion of lifelong learning city projects contributed to securing quantitative stability, but the future of lifelong learning cities seems uncertain due to the unstable support system and weak professional manpower. The significance of this study is that the insiders’ voice based on their own reflections on the Lifelong Learning City project was represented and that this research pinpointed the gaps between the claimed vision and the reality of the project, where we can take off to the next leve
  • 4.

    Exploring Creativity of Middle-Aged Adult Learners: Cultural Literacy Education of Kim Jeonghui and Wintry Days and Poetry Writing Case Study

    PARK SE YOUNG | 2021, 17(1) | pp.81~114 | number of Cited : 0
    Abstract PDF
    This study to explore the creativity manifested in the writing process through appreciation of the traditional paintings and calligraphic works of middle-aged adult learners. Thus, they wrote poems creatively after cultural literacy education program that understood the background knowledge of culture and art. The program was designed to deeply understand the background knowledge of Wintry days, including the life of Kim Jeonghui(1786-1956). The study, which interviewed the creative poetry writing process of 11 male and female adult learners in their 40s and 60s, was explored as a qualitative research method. As a result of the study, they understood the creativity of middle and elderly age as a ‘characteristic that arises from the process of learning with willingness and effort based on experience.’ It turned out that they were ‘interpreting’ what they learned through cultural literacy and ‘expressing’ in their own writings, they were ‘seeking’ a productive life in the future.
  • 5.

    A Case Study on the Participation and Continuation of Adult Literacy Learners in Middle School Accreditation Course: An Application of Cross’ Chain-of-Response Model

    Lee kyoungyang | Haram Jeon | 2021, 17(1) | pp.115~146 | number of Cited : 0
    Abstract PDF
    This study aims to describe adult learners’ experiences in literacy education programs comprehensively. They gained a middle-school diploma and uncovered the meanings and contexts underneath their decision-making process of participating in literacy education and continuing the education. To this end, we employed a case study, applying the Cross’ Chain-of-Response Model to interpret the continuity of learning experiences in middle school accreditation courses of literacy education. As a result, participants expressed regret over the missed educational opportunities and tried to overcome the oppressed lives through participating in primary literacy education. After the introductory course, they continued learning with middle school accreditation courses. The successful learning experiences enabled them to positively evaluate themselves and thus design their future with lifelong learning.
  • 6.

    Relationships between Positive Psychological Capital, Social Support, Learning Flow and Successful Aging of Older Adult Learners

    Kyungran Lee | Park, ji-Hye | 2021, 17(1) | pp.147~172 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to derive various implications for promoting successful aging by examining the mediated effects of social support and learning flow in the process of influencing successful aging by the positive psychology capital of older adult learners. The subjects were those aged 65 or older who had continued to participate in lifelong education programs. Finally, 289 cases were analyzed. The relationship between each variables was examined using the structural equation model, and the path coefficients in order to determine direct effects and indirect effects were investigated. The results showed that positive psychology capital directly affected successful aging. And positive psychological capital positively affected successful aging through social support and learning flow. This study provides suggestions for promoting the study immersion of older adult learners in time for the lifelong learning era and promoting successful aging through lifelong learning. And this study is significant in that the data can provide implications for the improvement of positive psychological capital in order to promote successful aging of elder adults.
  • 7.

    Analysis of Domestic Application Cases of Micro-Degree as Competency-Based Education

    sumee park | Ahn Jeongmin | 2021, 17(1) | pp.173~197 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to explore the feasibility of using micro-degree as a competency-based education in domestic 4-year universities by analyzing the application cases of micro-degree that emerged as an alternative degree system. For the purpose of conducting the research, the concept and core components of micro-degree were defined, and cases of five domestic universities that attempted to introduce micro-degree were compared and analyzed. As a result of analyzing, there are four key components of micro-degree: education goals will be specific competency-oriented, curriculum completion period will be short-term, curriculum will be unstructured, and certified as a degree. Based on this, the analysis results of five universities were discussed, and based on the research results, policy alternatives required when introducing the micro-degree system in domestic four-year universities and academic discussions required for policy realization were derived.
  • 8.

    A Multi-Group Analysis of University Life Satisfaction, University Life Characteristics, and Career Outcomes By Motivation for Major Choice

    Roh, Kyung-Ran | Sunjoo Hur | 2021, 17(1) | pp.199~220 | number of Cited : 0
    Abstract PDF
    This study aimed to a multi-group analyze the relationship among university life satisfaction, university life characteristics, and career outcomes by motivation for major choice. This study used 2017GOMS data from KRIVET’s. Results of relationship among main factors by motivation for major choice showed that firstly, the academic achievement-oriented type when was a higher level of university life satisfaction, a higher activeness of job preparation and career outcomes. Secondly, the academic grade-oriented type was the more active career preparation, the higher the income and job satisfaction. And the academic interest-aptitude oriented type was the more active career preparation, the higher job satisfaction. Finally, the academic interest-aptitude oriented type was the higher level of academic achievement, the higher the job satisfaction after employment. Theoretical and practical implications were suggested based on these research results.