Journal of Lifelong Learning Society 2021 KCI Impact Factor : 3.62

Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332
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2022, Vol.18, No.4

  • 1.

    An Analysis of Changes in Lifelong Education Policy and Lifelong Education Program from the Perspective of Historical Institutionalism

    Kang KyeongAe | 2022, 18(4) | pp.1~28 | number of Cited : 0
    Abstract PDF
    This study analyzes the changes in the promotion tasks established in theNaitonal Lifelong Education Enhancing Plan(NLEEP) from the perspective ofhistorical institutionalism, and examines how the establishment of the plan and itstasks had an impact on the Lifelong Education Program. As a result of the study,Changes in lifelong education policy are classified into punctuated equilibrium, pathdependence, and gradual transformation. Lifelong education programs by subjectshow a quantitative increase or decrease under the influence of the establishmentof the basic plan and the promotion tasks. Suggestion based on the researchresults: First, the establishment of the basic plan for the promotion of lifelongeducation reflects the connection and reality with the field of lifelong education,and second, establish an evaluation system for lifelong education policies andinstitutional changes for sustainable development. Third, it is to secure a supportsystem that can resolve inequality in lifelong education programs by subject
  • 2.

    A Study on the Linkages and Cooperation between School Education and Social Education in Japan: Focusing on School Community Initiative

    Mihyang Kim | 2022, 18(4) | pp.29~56 | number of Cited : 0
    Abstract PDF
    Recently, the role of lifelong education has been emphasized as much as the roleof school education in order to promote educational reform and sustainabledevelopment of local communities at the international level. In addition to theimportance of their linkages and cooperation, their practical development is alsoremarkable. Japan is one of the countries which has made constant efforts todiscuss and develop policies on relations, linkages and cooperation between schooland social education. Recently, “School Community” initiative has been developedto promote the development of the local community and the enhancement of localeducational power by using the school as a hub in Japan. In this study, meaningful implications were drawn through the process ofdiscussion on the linkages and cooperation between school education and socialeducation in Japan, the history of policy operation, and representative examples. First, it is necessary to move away from the comprehensive discussion of schoolsand local communities to a more detailed and in-depth discussion of linkage andcooperation between school education and lifelong education. Second, activeself-presentation of lifelong education in Korea is required. Third, there is a needto raise awareness of 'social function-oriented social education' that has anintegrated view of education and welfare. Fourth, concrete considerations on theexistence of schools as a community platform are necessary. Fifth, it is necessaryto pay close attention to the system that can play a mediating role for thelinkages and cooperation between school education and lifelong education, and thetraining and arrangement of related coordinators.
  • 3.

    Development the Evaluation Tool for Distance Learning Contents: Focused on the Case of K University

    Sumin Kang , Hyejeong Lee , Bae, Yunhee | 2022, 18(4) | pp.57~80 | number of Cited : 0
    Abstract PDF
    This study was aimed to develop an evaluation tool for distance learning contentsbased on the case of K University, and presented specific evaluation areas,evaluation elements, and evaluation items that can guarantee the quality level ofdistance learning contents. Specifically, this study divided the application areas ofthe evaluation tool into instructional design experts and class content experts,naming them quality evaluation and content evaluation respectively, and developedthe evaluation tool necessary for each area. For the research, analysis of priorresearch, development of evaluation elements and items, content validity verification,and reliability verification were conducted. As a result, first, the quality evaluationtype of the distance learning contents was divided into common and optional area,and total of 27 items were derived for 9 evaluation elements in 4 sub-areas. Second,the subject matter evaluation type of the distance learning contents was also dividedinto common and optional area, and total of 10 items were derived for 10 evaluationelements in 2 sub-areas. This study is meaningful in that it provides implicationthat can be helpful to other universities by presenting the process and results ofdeveloping the evaluation tool for distance learning contents in a direction that isconsistent with the context of individual universities.
  • 4.

    The Study of the Lifelong Education Institution Employees’ Organizational Culture Perception and Organizational Effectiveness

    Jung, Yebi) , Kim, Eun Kyung | 2022, 18(4) | pp.81~110 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to analyze the effect of lifelong educationinstitution employees’ organizational culture perception on organizationaleffectiveness, and to derive implications for enhancing the organizationaleffectiveness of lifelong education institution. To this end, a survey was conductedfor workers in lifelong education institution employee across the country, and atotal of 171 questionnaires were used for analysis. Looking at the main analysisresults, lifelong education institution employee perceived the hierarchical culture inthe organization the highest, and peer relationship satisfaction was the highest inthe organizational effectiveness. perception of organizational culture andeffectiveness differed according to individual and employment characteristics, andclan culture and market culture were found to have a positive effect onorganizational effectiveness. Based on the results of this analysis, it was derivedas suggestions that should respond flexibly to changes in the environmentchanges, ensure employment stability, empowerment for job performance, andexpand the deployment of lifelong education institution.
  • 5.

    Analysis of Distance Education Operation of Secondary Schools in Least Developed Countries in the Context of the COVID-19 Pandemic

    KO BONGCHEONG , Kim Hyeonjin | 2022, 18(4) | pp.111~131 | number of Cited : 0
    Abstract PDF
    This study aims to explore the status of distance education in terms of theoperating elements at secondary school for response to covid 19 in least developedcountries and derive implications for education Official Development Assistant(ODA). For this purpose, a case study is adopted to scrutinize the status ofdistance education operation in least developed countries during 2020-2021. Asurvey and interviews were conducted for five educators from fivecountries(Rwanda, Zambia, Chad, Niger, Uganda) in purposive sampling method. Data was analyzed by operating elements of distance education which derivedfrom literature review. The findings of research indicated that distance educationhas replaced part of regular curriculum during covid 19. Technical developmentsteps were mixed from first (mail) to third generation (ICT) in distance education. Learning management systems were not officially implemented or even do notexist. Teachers voluntarily organized training course and learning community fordistance education during. Based on the research results, implications for ODA andfurther studies are suggested.
  • 6.

    Understanding Factors Influencing the Effectiveness and Satisfaction of National Scholarships among Distance Adult Learners

    Jeong, YounHee , Sue-Yeon Song | 2022, 18(4) | pp.132~163 | number of Cited : 0
    Abstract PDF
    This study aimed to explore factors contributing to the effectiveness andsatisfaction of national scholarships among distance adult learners. Data wascollected from a sample of 2,338 students using an online survey conducted in thefall semester of 2020 at a national open university in South Korea. The results of the study can be summarized as follows: Firstly, among the fouritems regarding national scholarship effectiveness, the average score for ‘learningmotivation and sense of pride effects’ was the highest followed by ‘entrancedecision effects’, and ‘academic persistence effects.’ ‘Time investment effects’showed the lowest average score among all four items. The survey on nationalscholarship satisfaction showed that students’ satisfaction with the nationalscholarship policy was higher than their degree of satisfaction with the sufficiencyof the scholarship. Secondly, regarding the four items of national scholarshipeffectiveness, there were differences between the mean values based on differentsocioeconomic groups, however statistically significant factors varied depending oneach of the four items. Thirdly, gender and age were the two commoncharacteristics that contributed to statistically significant differences in the meanvalues of the two items regarding national scholarship satisfaction. Lastly, theresults of multiple regression analyses showed that the degree of financial burdenof tuition fees, gender, and age were the three common statistically significantfactors affecting both national scholarship effectiveness and satisfaction.
  • 7.

    The Structural Relationship among Adult Learners’ Academic Efficiency, Self-Directed Learning, Learning Flow, and Psychological Well-Being in Achievement Accreditation Courses of University Continuing Education Center in China

    Zhanshanshan , IN TAK KWON | 2022, 18(4) | pp.164~190 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to explore the structural relationship of adultlearners' academic efficiency, self-directed learning and learning flow on thepsychological well-being in achievement accreditation courses of universitycontinuing education center in China. The following problems were addressed:First, what is the structural relationship between the academic efficiency,self-directed learning, learning flow and psychological well-being of adult learners. Second, how do self-directed learning and learning flow mediated in therelationship between academic efficiency and psychological well-being of adultlearners? Third, What are the differences in background characteristics of adultlearners regarding these mediating effects? The data from 695 adult learners weretested using the SPSS 25.0 and AMOS 24.0 statistical packages. The specificresults are as follows: First, academic efficiency had significant effects onself-directed learning, learning flow and psychological well-being. Second,, theself-directed learning and learning flow had significant effects on psychologicalwell-being. Third, the mediating effects of learning flow is greater thanself-directed learning on relationship between academic efficiency and psychologicalwell-being. And the mediating effects of self-directed learning and learning flowhad significant mediating effects on male and female groups of gender, highmiddle school and professional college graduates of academic background, middleand lower groups of income level, second and third grade groups of grade.
  • 8.

    Research Trends in Program Planning for Adult Learners Since Year 2010

    Park, ji-Hye , 김재연 | 2022, 18(4) | pp.191~217 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to analyze the current status of scholarly articlesrelated to lifelong education program development since year 2010, and tounderstand how lifelong education program development theories are being used inthese papers. A total of 146 related articles were derived using the main database,and analyzed in terms of research characteristics and theory application. In relationto research characteristics, research related to program development has beensteadily conducted since 2010, and particularly it has been more actively conductedsince 2019. In addition, the number of studies that collected both quantitative andqualitative data was increasing. The target groups of the program were teachers,general workers, and nurses. The research was mainly conducted in the field ofpedagogy, and the detailed fields consisted mainly of early childhood education,lifelong education, vocational education, and career education. Traditional modelssuch as the ADDIE model were mainly used for developing lifelong programs. With regard to applying the interactive model of program planning, most studies,either explicitly or implicitly, included “Discerning the context for planning","Formulating evaluation plans”, “Designing instruction”, “Constructing programgoals and objectives”, “Identifying and prioritizing program ideas and needs"among the seven learning components. However, there were not many studies thatincluded “Building a solid base of support” and “Devising transfer of learningplans.” For the seven administrative tasks, there were few studies that provideddetails. This study is meaningful in that it analyzed the trend of applying lifelongeducation program development theories in practice and suggested the need fordeveloping and proliferating program development theories accordingly.
  • 9.

    An Analysis of Domestic Research Trend on Career Concerns of Returning: Adults Students in Graduate School

    Hwang, Sunmin , Jekyung Lee | 2022, 18(4) | pp.218~247 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to analyze the research trend on career concernsof returning-adults students in graduate school, to suggest future researchdirections and provide implications for career service. This study analyzed researchresults based on 58 studies published until 2021 in domestic dissertations andacademic journals. According to the analysis result, studies have tended to increase. The highestproportion of research subjects was the mix of male and female, special graduatestudents, and the master’s degree respectively. The research methods occupiedqualitative research(67.3%), quantitative research(31.0%), and mixed research(1.7%). The subjects were ‘career development stage concerns(45.2%), ‘educationconcerns with references to schooling’(35.1%), ‘not otherwise classified concerns,often containing ambiguous material(11.8%)’ 'unpleasant emotional concerns relatedto work(7.9%)’. Based on these analysis results, directions for future research andimplications for career service were suggested.