Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

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pISSN : 1738-0057 / eISSN : 2671-8332

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2022, Vol.18, No.1

  • 1.

    Adult Learner’s Digital Shadow Work in Non-face-to-face Lifelong Learning

    HYUN YOUNGSUP | 2022, 18(1) | pp.1~35 | number of Cited : 0
    Abstract PDF
    Non-face-to-face lifelong learning had been spread out in the situation of digitaltransformation and COVID-19 pandemic. The purpose of this study is toinvestigate the elements, categories and types of digital shadow work innon-face-to-face lifelong learning compared with the studies in the other field. Forthe purpose, 16 adult learners were interviewed individually. Qualitative data werecollected from 16 interviewees and analyzed. The results were as follows: First,the digital shadow work were diverse that were experienced by the adult learnerssuch as changing password, receiving e-mails, purchasing certificate, makinglearning space, etc. Second, the elements could be divided according to 3categories. Third, there 4 types were discovered in the non-face-to-face lifelonglearning also. Based on the results, conclusions and implications were suggested.
  • 2.

    Task and Policy Suggestions about Lifelong Education for Activating Lifelong Learning City in Autonomous Districts

    Insook Kim , YANG JI HEE | 2022, 18(1) | pp.36~66 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to present the policy direction, perception and requirement of lifelong education in autonomous districts to realize lifelong learning cities. To this end, a survey and FGI were conducted on adult learners and lifelong education officials in district G, Seoul. The results of the study are as follows. First, there are differences in the current level of achievement of lifelong education vision, objectives and objectives among stakeholders. Second, according to the requirements of lifelong education programs, the priority of the programs was given to all stakeholders in the order of ‘Job-related career development program’ and ‘social participation and contribution program’. Third, in order to realize the lifelong learning society of autonomous district, adult learners emphasized the need for a support system for individual learning to lead to the growth of autonomous district. In addition, lifelong education officials are demanding that a new lifelong education strategy be established beyond the established management system. The results of this study are expected to serve as the basis for improving the quality of lifelong education in order to realize lifelong learning cities.
  • 3.

    An Analysis of the Structural Relationships among Social Support, Self-esteem, School Adjustment of Multicultural Adolescents

    Shin, Soyoung , kwon soung youn | 2022, 18(1) | pp.67~91 | number of Cited : 0
    Abstract PDF
    This study aims to provide the implications for supporting school adaptation of the multicultural adolescents. To achieve this aim, the relationships among social support(parents, teacher, peer), self-esteem and school adaptation were analyzed by structural equating modeling using 1,347 panel data(National Youth Policy Institute). The results suggest that each factors of social support influenced self-esteem, school adjustment positively. Parental support and friend support were found to have more influence on self-esteem than teacher support, However, in terms of school adjustment, teacher support had the highest influence, followed by friend support and parent support. Self-esteem had a positive direct effect on school adjustment, and mediated the influence of social support on school adjustment. Based on the results, it was confirmed that the role of parents and the need of positive relationship with friends to increase self-esteem, and the importance of teacher support to help adolescents adapt to school. In subsequent studies, practical studies such as research on specific ways to increase social support and self-esteem of multicultural adolescents are needed.
  • 4.

    Exploring the Structural Relationship between Assurance, Empathy, Reliability, Responsiveness, Tangible, Perceived Quality and Satisfaction of Distance Learning in University

    Jeong, Hanho | 2022, 18(1) | pp.92~116 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to explore the structural relationship between SERVQUAL sub-variables (assurance, empathy, reliability, responsiveness,tangible), perceived quality of distance instruction, and satisfaction in university’s distance learning due to the corona pandemic. In addition, we examined the moderating effects of contingency variables such as ‘distance learning experience’and ‘planning of class participation’. In this study, convenience sampling was conducted focused on students enrolled in University B in the metropolitan area who participated in distance learning, and a total of 228 students were selected as the research subjects. As a result, first, among the sub-variables of SERVQUAL,assurance, empathy, and responsiveness were found to have a significant effect on the perceived quality of distance instruction. Second, the perceived quality of distance instruction was found to have a significant influence on the satisfaction of students who participated in distance learning. Third, it was found that‘distance learning experience’ before the corona pandemic and ‘class participation planning’ in remote learning moderated the relationship between ‘SERVQUAL sub-variables and perceived quality of distance instruction’. Based on this study,implications for improving the quality of university distance learning were presented.
  • 5.

    Analysis of Factors Affecting Learning Outcomes of Elderly Learners: Comparison before and after COVID-19

    Lee Seung Yeong , Bae Hyunmin , YU LIN | 2022, 18(1) | pp.117~146 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to compare and analyze the variables that affect learning outcomes in the personal and learning factors of elderly learners before and after COVID-19. For this purpose, the results of the ‘Survey on Lifelong Study at the Individual Level’ in 2019 and 2020 of the Korea Educational Development Institute were used. The main findings of this study are summarized as follows. First, compared to 2019, there were differences in individual factors,learning factors, and learning outcomes of elderly learners in 2020. Second, as for the variables that have a significant influence on learning outcomes, there were more learning factors than individual factors in both 2019 and 2020, and it was found that all learning factor variables affect learning outcomes in 2020. Finally, it was found that vocational competency education and familiarity with digital learning media were the variables that showed a big difference among the learning factors affecting the lower domains of learning outcomes in 2020 compared to 2019. Based on these research results, the direction of education for the elderly to improve learning outcomes was suggested.
  • 6.

    Understanding Coursework and College Retention in Distace Education During the COVID-19 Crisis

    Lee, Eun Kyung , Kim Myungjin | 2022, 18(1) | pp.147~169 | number of Cited : 0
    Abstract PDF
    This article explores college retention in an open university during the COVID-19 pandemic period. The purpose of this study is to examine the impact of coursework changes and the college retention in distance higher education institutions during the COVID-19 crisis. This study is designed to compare coursework and retention before and after COVID-19. Using t-test, cross tab analysis, logistic regression, student data (44,389 cases from 2019 and 43,748 cases from 2020) from a national open university are analyzed. All coursework variables are significantly different between 2019 and 2020. During the COVID-19 pandemic, students shows better academic performance and higher retention. Students in 2020 get higher grade and more credits than students in 2019. More students in 2020 continue next semester than before. Among impact factors for retention, the most influential factor was final exam in 2019 and grade in 2020. Based on the output of the study, institutional response to COVID-19 and college retention were discussed.
  • 7.

    Effects of Non-Face-to-Face Classes Using an Online Forum on Student Competencies and Student Perceptions of the Classes

    Kim, Myunghee | 2022, 18(1) | pp.170~197 | number of Cited : 0
    Abstract PDF
    This study was conducted to determine the effects of non-face-to-face classes using an online forum on student self-directed learning, communication, and problem-solving abilities, and to explore student perceptions of the classes. To this end, pre and post tests were conducted for students in 20 classes that used the N portal-based online forum in the first semester of 2021 at S University, and student perceptions of the classes were collected through open-ended questions. A total of 261 students participated. The results of the effects analysis showed that all three abilities were significantly improved. In addition, through the student perception analysis using the CIPP evaluation model, implications for the context(C), input (I), process (P), and product (P) evaluation categories were drawn to improve classes using an online forum. The results of the study suggest that online forums have educational value as a venue for online learning that effectively facilitates teaching, cognitive, and social presences, and that a systematic approach and the concerted efforts of universities and instructors are needed to improve classes.
  • 8.

    The Effects of Online Learning Behavior and Socioeconomic Backgrounds on the Students’ Achievement: Based on the LMS Logs of Adult Learners’ Introductory Economic Course

    Shin, Woojin , Namhyung Lee | 2022, 18(1) | pp.198~234 | number of Cited : 0
    Abstract PDF
    This study analyzed the relationship between the online learning behavior and socioeconomic background of 3,698 students taking the introductory economics course at Korea National Open University and their final exam results. this study, we use quantile regression analysis. The results show that, as a whole, gender and final educational level before admission had a significant effect on academic achievement, but the effect diminished as the grades increased. In the case of watching more than 2/3 of the total lectures and high-intermediate grades,learning progress and repeated watching had a significant positive effect, but the watching period and the start time of watching had a significant negative effect. For the top-ranked students, there was no significant relationship between learning behavior and grades. Despite the limitations of data collection and processing, the following implications could be derived. First, it is necessary to induce watching video lectures from the beginning of the semester. Second, it is desirable to allow learners to intensively watch the recorded video lectures at the time available to them, and it is not desirable to release recorded lecture videos sequentially according to a strongly restricted period.