In the field of lifelong education, qualitative research has been accumulated to reveal the characteristics and meaning of learning in resident-centered community activities. Accordingly, this study attempted a qualitative meta-analysis by integrating the accumulated qualitative research results, and the research question was to identify the learning process and learning experience characteristics of community residents' activities. Analysis was conducted through open coding focusing on 13 research subjects. The qualitative meta-analysis revealed three attributes underlying the learning process and learning experience in community resident activities: “common problem awareness and consensus building,” “community value sharing through experience,” and “collective identity establishment through solidarity and reciprocity.” This study is meaningful in that it comprehensively analyzes the attributes of learning in residents' community activities by integrating the results of qualitative individual studies on local learning communities.
This study aimed to explore village instructors’ competences by creating a framework to analyze researcher perspectives based on a literature review. Qualitative data of 15 instructors were collected for the analysis. The competences were categorized into four parts: (1) managing lectures based on adult learners’ characteristics, (2) holding lectures in the village, (3) enhancing continuity and extension of learning through study cycles, and (4) improving instructor expertise. The first category of managing lectures included planning teaching methods and contents to suit learner characteristics. The sub-competencies involved creating specific contents, adapting teaching methods considering learner characteristics, and so on. The second category of holding lectures in the village involved using the resources of the village for lectures. The sub-competencies involved using resources as contents and places and learners as friends. The third category of enhancing continuity of learning and extension of learning through study cycles involved supporting learners to participate in the cycle and transforming them to become actors of the community. The sub-competencies involved imparting in-depth learning through the study cycle and connecting the cycle to the community. Last, the category of extending their own expertise was related to developing professionality. The sub-competencies involved developing abilities for teaching and communicating with professionals. Based on the above-mentioned results, the implications of the findings are discussed.
This study aimed to investigate the educational effects of student participation research. To this end, 12 student researchers were selected to participate in a “Needs Analysis Project for Liberal Arts Education Improvement” in J university in Chungnam province, and data were collected using focus group interviews. The participants were asked what they had learned from student participation research and to offer suggestions about how to improve and where to use student participation research for future studies. The results indicate that, first, students perceived student participation research to have three main types of educational effects: 1) acquisition of information about the liberal arts education system and its various courses; 2) attitude changes toward the curriculum, university administration, and communication; and 3) competency improvement such as in communication skills related to interviewing and coordinating opinions, report writing skills, and editing skills using various apps. Second, regarding the improvement and utilization of student participation research, eight ideas were proposed in terms of research methods and topics. Based on these results, the value of student participation research was discussed, and it was concluded that more studies using this method need to be conducted in the future to improve college student services.