The purpose of this study is to find the implications for the activation of learning circles through issues recognized by local government’s lifelong educators while supporting learning circles. Data were collected and analyzed through focus group interviews of lifelong educators in local governments. The results shows that there are five issues: conceptual identity confusion in learning circles, difficulty in systematic support considering the growth stage of learning circles, expectations and burdens for creating association of learning circles, dilemma of subsidy support for learning circles, and negative perception of administrative organizations. These issues suggested that we need to reflect on the existing methods of supporting learning circles and to search new approaches. First, it is necessary to flexibly deal with the possibility that the identity of the group can be transformed from the learning circle to another. Second, based on the needs inside the learning circles, a suitable way of supporting learning circles growth should be designed. Third, methods of supporting the growth of learning circles in various areas and types should be sought, based on the network formed between various local institutions and organizations.
The purpose of this study is to apply the Freire’s theory towards social welfare civic education in social welfare. First of all, this study has introduced overview of the Freire’s theory. Secondly, this paper has derived a new idea of social welfare civic education program Freire’s critical literacy education and circle of culture. Next, it has explored the pilot project for social welfare civic education of the Incheon Metropolitan City Social Service Agency according to the Freire’s theory. As a result, the pilot project has followed more or less the direction of the Freire’s theory which is included ‘Citizen as the subject of thought’, ‘Reading the world’, ‘We think’, ‘Naming the world’, ‘Praxis’. Finally this study is suggested that the education curriculum and study circle manuals based on Freire’s theory need to be expanded to a variety of education.
This study aims to arouse the interest of the lifelong education community for the second generation of multicultural youth who have entered adulthood. Employing a qualitative research method, voices of young adults were included and in-depth interview data were analyzed. Major finding shows that the learning life experiences of young people consist of vague learning activities and limited learning lives that are engulfed in career preparation. Second, their learning experience is process of resolving disjuncture within structural barriers. Third, their educational needs were focused on the desire for career planning for a better life. In the transition to a multicultural society, this study addresses re-constructing a comprehensive lifelong education system is significant that reflects the diverse needs of young adults with multicultural backgrounds.
This qualitative case study aimed to comprehensively understand the baby boomers’ continuing career development activities after their retirement. In particular, the study interpreted the continuing career development of the baby boomers as a lifelong learning phenomenon and examined their career development,focusing on the process of re-entry into the labor market. In this aspect, this study suggested the directions and implications of career development and vocational education and training as lifelong education. The findings of this study are as followed. First, the participants’ formal and informal learnings were integrated within the process of re-entry into the labor market. They applied and connected their expertise from the previous work experiences to the current new career, and then expanded their experiences through consecutive career development. Additionally, work was the tool of self-realization, going beyond the meaning of economic way, and it was reconstructed as the meaning of their daily lives, closely attached to their life.
The purpose of this study is to develop an instructional design model and explore program components for blended learning-based extracurriculum and course operation in university education. For this purpose, the concepts of extracurriculum in blended learning and university education were analyzed, and case analysis related to extracurricular activities was conducted. In addition, this study employed 2 instructional designers and 3 extracurricular education practice experts (a total of 5 experts) to conduct 3 rounds delphi technique. Three rounds of Delphi technique have led to the development of an instructional design model in the blended learning-based extracurriculum. This study includes expert validation for finalizing the version of the developed model. The results of this study are expected to minimize confusion for extracurriculum operation in the post-corona era and to provide meaningful guidelines for the development of systematic and diverse extracurriculum, and progress to the university’s extracurriculum operation departments.
The purpose of this study is to explore the possibility of applying neurofeedback to university students with underachievement. Considering the results of pre-electroencephalography (EEG), the mode of the brain training system was set. The results of changes in neurophysiological brain waves by neurofeedback training were as follows: First, there were some students whose average cognitive strength of instantaneous memory and response speed were located within the average value. Second, the results of the post-test in concentration were more positive than those of pre-test. Third, according to the result of the brain stress test, the post-test in brain stress showed a more balanced workload than the pre-test. Fourth, most of students had high cerebral activity of left brain before training while the balance activity between left and right brain increased after training. Participants’ GPA showed the increasing trend during consecutive three semesters. It could be concluded that the neurofeedback training was effective to some extent for improving learning capacity of underachieving college students.
Baby Boomers cause a rapid increase in the elderly population, but they are different from the existing elderly generation. Therefore, there is a need for a study on the preparation of the elderly generation and successful aging targeting Baby Boomers. The purpose of this study is to empirically test the mediating effect of Participation in Lifelong Learning between the Social Capital and Successful Aging of the first Baby Boomers. In order to achieve there search purpose, the written and online surveys were conducted for the first Baby Boomers born between 1955 and 1963. According to the procedure suggested by Baron & Kenny(1986), multiple regression analysis was applied. In addition, bootstrapping was performed to verify the statistical significance. The results of this study obtained through such processes are as follows; First, the Social Capital of the first Baby Boomers had a positive effect on Successful Aging. Second, Participation in Lifelong Learning was found to partially mediate the relationship between Social Capital and Successful Aging of the first Baby Boomers. Based on the above analysis results, the conclusions and implications were suggested.
The purpose of this study was to examine the perceptions of lifelong education for people with developmental disabilities in G city. For the purpose of this study,132 lifelong education workers participated. The results of this study were as follows. First, regarding the opinions on the integrated operation of the lifelong education program, the majority responded that it is desirable to operate the integrated or separated program according to the characteristics of the program. Second, the degree of support for lifelong education from G city was perceived as not enough. In addition, in the aspect of the problem in the institution, participants responded as the lack of volunteers and heavy workload for operating lifelong education. Third, in terms of activating strategies of the lifelong education program for people with developmental disabilities, the budget support for the lifelong education institutions was needed the most. In addition, the most necessary program content was found as a basic vocational education program. As for the revitalization policy task, the development and dissemination of various lifelong education programs for each type of disability appeared the highest. Discussion and suggestion are as follows.
The purpose of this study was to explore the perceptions and needs of lifelong education for people with developmental disabilities. A total of six workers in lifelong educational institute were participated, and in-depth interviews were conducted. Constant comparative method were used to analyze the data. Results showed four themes and nine sub-themes. Lifelong education meant as a foundation to improve the quality of life for people with developmental disabilities. It was important to design an individualized lifelong program meeting individual needs and considering characteristics of developmental disability. People with developmental disabilities had experienced difficulties to participate in lifelong education in the community, and this led to the importance of inclusive lifelong education. Results showed the needs to build infrastructure including sufficient finance, practitioners, and program contents, and train practitioners with disability sensitivity as well as professional knowledge. Implications on how to improve the quality of lifelong education for developmental disabilities were discussed, and limitations and directions for the future research were suggested.