The study aims to develop a procedural framework and components for instructional design in competency-based university education using the ADDIE model. A Delphi survey with experts was conducted to achieve the research objectives and examine the internal validity of the final instructional-design model, which consisted of five stages: analysis, design, development, implementation, and evaluation with specific activities for each stage. The developed model includes detailed activities for learner analysis, educational goal and environmental factor analysis, competency-based curriculum analysis, designing learning objectives and evaluation elements, developing strategies and procedures, establishing evaluation plans and tools, creating class plans, assessing class design and implementation, and providing feedback. This competency-based instructional-design model is expected to serve as a guideline for instructors to plan and develop university classes with the potential for quality management in competency-based education.
This study is a collaborative autobiography of self-exploration through educational autobiography of middle-aged female graduate students. Students have faced challenges regarding graduate courses owing to multiple roles in difficult academic and life areas, experiencing identity confusion, and trying to adjust to graduate school life. While preparing for an assignment of educational autobiography in a class, we deeply understood each other and sympathized with ourselves and could form a sense of solidarity through cooperative reflection between our advisor and colleagues on our educational life, which led to a voluntary research community. Although there are fears remaining in the journey of graduate school, through our narrative, we confirmed that we continue to contemplate and expand our identity, along with our determination to live as lifelong learners that continues to “practice, learn, and walk” after graduation. This study is meaningful in that it confirmed our dynamic identity to reflect on the identity of middle-aged female graduate students and to sympathize with our colleagues' lives in the graduate community. This will help to determine the direction of the next generation of middle-aged female students in the future.
As the global population ages and individuals stay longer in the workforce, successfully managing a late or second career after retirement from their primary job is becoming an increasingly important challenge for middle-aged people. To derive the stages, characteristics, and implications of the career transition experience, this study looked closely at the process of change that occurred when middle-aged individuals switched from their former positions in different jobs to outplacement expert. The study was designed by adopting a qualitative case study methodology based on the purpose of the study. In-depth interviews were conducted with four people who have been working in jobs related to outplacement for more than three years following their career transition. As a result of the study, the process of change revealed in the participants’ career transition experiences was conceptualized into three main stages. Additionally, the characteristics and implications revealed in the participants’ career transition experiences were largely categorized into three themes. The results imply that the career transition experience of the middle-aged research participants to outplacement expert was a learning and growth process that changed one’s familiar life course, discovered and reinforced vocational values and calling, and was ultimately a special process of change such as self-renewal or self-reformation.
This study aimed to examine the awareness level of education researchers and field educators regarding the concept of entrepreneurship and the direction of education in the flow of the Fourth Industrial Revolution. Consequently, the conference data of education researchers and field educators who participated in the <Entrepreneurship Education Leader Training Course> program of the University Research Center were collected and analyzed. First, education experts' perceptions of the concept of entrepreneurship were divided into three upper categories in the personal aspect: “universal core competency,” “independent growth engine,” and “practice competency.” Subsequently, it was analyzed into three upper categories in the social aspect: “group process-based activities,” “social innovation through problem-solving,” and “creation of creative convergence social value.” In addition, various methodological directions were proposed according to the process stages, such as the case-study stage and the empathetic problem-discovery stage.
This study aimed to confirm the effect of undergraduate students’ digital learning self-efficacy on learning engagements in real-time online classes and to verify the mediating effect of positive and negative academic emotions in the relationship between digital learning self-efficacy and learning engagement. To achieve this, a research model was created based on previous studies, which was then verified based on 237 undergraduate students, confirming the mediating effect. The findings established that digital learning self-efficacy had a positive effect on engagement in real-time online learning; however, learning engagement was found to be affected in different ways when academic emotions were mediated. In other words, when positive academic emotion was mediated, digital learning self-efficacy directly and indirectly had a significant positive effect on learning engagement; however, when mediated, negative academic emotion was found to have an indirect negative effect on learning engagement. The significance of positive and negative academic emotions in real-time online classes was examined based on these results, and implications for increasing engagement in learning were proposed.
This study used a structural equation model and 1,492 survey respondents to examine the relationship between class goals and expectations, team activities, facilitation, evaluation, learning volume and difficulty, learning outcomes, and overall satisfaction in PBL classes. The main research results are as follows: (1) Class goals and expectations, as well as facilitation, did not affect learning outcomes; however, team activity, evaluation, as well as learning volume and difficulty, had a positive effect. (2) Learning outcomes partially mediated the relationship between team activity as well as learning volume and difficulty on overall satisfaction. The results of this study provide implications for consideration in the development and operation of PBL classes.