KJC Korea
Journal Central

The purpose of this study is to investigate the meaning and essence of college students’ voluntary participation in educational service in the unstable learning situation of non-face-to-face and face-to-face classes due to COVID-19. For this purpose, data were collected by conducting questionnaires and in-depth interviews from July to August 2020 for 18 college students who voluntarily participated in educational volunteer activities, and data were analyzed using Giorgi(2004)’s phenomenological research method. As a result of the study, two meanings of the educational volunteer experience were derived: ‘Precious happiness shared together and meeting’ and ‘me, you and a beautiful class we made’. Seven sub-components were derived: ‘when fear turns to joy,’ ‘the preciousness of another experience in time together,’ ‘the meaning and necessity of a short but intense face-to-face class,’ ‘a lesson where normal daily life remains precious,’ ‘from the excitement of the beginning to regret at the end,’ ‘self-reflection on myself through experience,’ and ‘another challenge to dreams.’ The results of this study will be able to contribute to laying the foundation for a meaningful way for college students and pre-service teachers who want to do educational service in the future, about the correct perception of educational service and how to operate it.

This study aims to analyze how North Korean defector college students deal with various problem situations they face in college life. To accomplish this purpose, an interview survey was conducted on 14 NK students with excellent academic performance and grounded theory was adopted as a research method and analyzed. As results, firstly, NK students perceived that they faced relatively higher barriers to college life adjustment and career development than South Korean college students. Secondly, the decision-making process related to university entrance by NK students was ambiguous, and a result, they had doubts about staying in college and had a negative effect on career development. Thirdly,the central phenomenon that NK students do not understand college classes and the causal relationship surrounding it were analyzed. Finally, a characteristic theory of the academic maintenance capacity of NK students was presented through a hypothetical stereotyped process of interview cases. Based on these research results, theoretical and practical implications are suggested.

The purpose of this study was to investigate factors influencing the academic persistence of adult learners based on a case of an open university in Korea. In order to successfully discover and accurately examine the effects of students’persistence, we considered differentiated group-level effects within a nested data. Using data collected from an open university in Korea, we applied the Hierarchical Generalized Linear Model, which treats individuals (level-1 units) as nested with in department level (level-2 units). To this end, we tried to predict group-level effects on academic persistence of adult learners. We especially focused on identifying observed department-level effects in our predictive models. The results of the study suggested that both individual-level and department-level covariates show statistically significant effects on student academic persistence. In particular,we discovered that department-level effects such as the offline attendance system evaluation and the online learning system satisfaction in an online learning environment can significantly contribute to students’ persistence in the open university contexts.

The purpose of this study was to analyze the perception of professors on outcomes of the Lifelong Education at universities for the Future Education(LiFE) project. For this purpose, the researchers interviewed 8 professors participating in the operation and management of the project, who directly operates and manage it and related to outcomes. As a result of the study, the professors recognized the change in the university’s lifelong education DNA and the growth of adult learners as the most important for outcomes of the LiFE project. In particular, professors viewed the change in awareness of adult learners and lifelong education within the university and strengthening the status in the university as important achievements. The result of this study suggested an important turning point in the evaluation of the LiFE project. Based on the research results, this study provided significant recommendations in the development of an appropriate performance evaluation model related to the LiFE project of universities and a follow-up study targeting adult learners.

The purpose of this study is to explore the tutor’s competency and instructional support strategy for blended learning instructional design in college education. For this purpose, a three-round Delphi technique were conducted based on literature analysis on the tutors competency and instructional support strategies for instructional design in blended learning. As a result of the main research, first, tutors’ competencies for instructional design in college blended learning were divided into ‘educational planning and implementation preparation competency group’, ‘blended learning class practice competency group’, and ‘class evaluation competency group’. Second, the educational plan and implementation preparation competency group includes learning design support competency, learner management and support competency, and ICT utilization competency. The blended learning class practice competency group includes learning activity promotion competency, learner performance support competency, receptive attitude competency, and interaction promotion competency. In the class evaluation competency group, in-depth learning support competency and learning evaluation competency were found to belong, and the tutor’s class support strategy was presented in detail according to each competency. It is meaningful in that it can suggest what competencies tutors have and what instructional support strategies should be provided for blended learning instructional design in college education.

This study aims to analysis the factors affecting the teaching efficacy and the sensitivity to rights of persons with disabilities of instructors for improving disability awareness. With the purpose, the study performed multiple regression analysis with data collected from 251 instructors. The results of the analysis areas follows. First, it was found that the teaching efficacy level and the sensitivity to rights of persons with disabilities of the instructors were higher than median value(3.0). Next, among the institutional variables, it was found that the institutions which qualified the instructor, the instructor’s teaching experience,work experiences related to the persons with disabilities had a positive effect on the instructor’s the teaching efficacy and the sensitivity to rights of persons with disabilities. Lastly, among the variables of personal background, it was found that the presence of a person with disabilities in the family, household income, and final educational background were related to instructor’s the teaching efficacy and the sensitivity to rights of persons with disabilities. Based on these results, this study suggested that it is necessary to seek institutional supplementation and support for resolving the gap in instructor’s competency and enhancing the professionalism of trained instructors.

This study examines the relationships among the instructor’s feedback, perceived student engagement, learning outcome and satisfaction in university online course. Student engagement is considered in terms of behavioral, emotional, and cognitive aspects. For this, we utilized the survey data collected from a total of 366 students enrolled in an online course offered at A University in the spring semester of 2021. Then, the regression analysis and bootstrapping were conducted on the collected data. The results are found that instructor feedback is a predictor of learning outcome and satisfaction as well as three types of engagement. Behavioral and emotional engagement are found to be predictors for learning outcome and satisfaction and have mediating effects in the relationships among instructor feedback, learning outcome and satisfaction. On the other hand, cognitive engagement is a predictor only for learning outcome and mediates the relationship with instructor feedback. The results of the study suggest that providing instructor feedback can increase the level of perceived student engagement and contribute to successful leaning in the online course.

The purpose of this study is to use the news big data of the ‘Maeul Learning Community’, which is being actively conducted nationwide, to figure out what the major agendas being discussed and how they have changed, and to suggest the direction of the ‘Maeul Learning Community’. To this end, as a result of performing topic modeling analysis (LDA) on 2,486 news big data reported from July 2011 to May 2021, a total of 7 topics were derived, and the following implications were suggested. First, the policy target of the maeul learning community should be expanded from student-centered to all villagers. Second,within the maeul learning community, schools and villages should become allies going together. Third, the maeul learning community should proceed with policy and practice. Fourth, support and policies are needed to conceptualize and clarify the role of maeul learning community activists.