2022, Vol.6, No.4

The Journal of Education Consulting & Coaching 2023 KCI Impact Factor : 2.05

pISSN : 2586-3886
https://journal.kci.go.kr/kaecc

The purpose of this study is to identify the educational needs for employment competency according to the career status of adult learners who participated in vocational education to have a job in the SW-related field. To this end, 345 adult learners who participated in SW-related vocational education at vocational training institution A were surveyed to analyze the current level and future needs of adult learners, consisting of 4 competency groups and 20 sub competencies. As a result of using the t-test and The Locus for Focus Model to check the educational needs, there was a significant difference between the current level and future needs for the entire competency group, but there was no significant difference in organizational and job commitment sub-competencies among sub-competencies. Also, if you look at the top areas with the highest educational needs, experienced learners were in the order of job document writing ability and job communication ability, and learners without experience were in the order of job search document writing ability, job decision-making ability, resource utilization ability, and self-understanding. Based on the needs of adult learners who participated in SW vocational education, systematic support measures such as customized curriculum and counseling will be available to produce SW talents with the job search skills needed by society.

This study tried to develop a practical theory that can explain the experience of the adaptation process to the sudden non-face-to-face class situation caused by the COVID-19 pandemic. For this purpose, in-depth interviews were conducted with 14 students from the 20 ~ 21st grades, and the collected data were analyzed by applying the grounded theory method proposed by Strauss and Corbin (2001/2001). As a result of the analysis, 104 concepts, 20 subcategories, and 6 final categories were finally derived. As a result of this study, the core category was found to be ‘Overcoming the culture shock of remote classes independently. The causal condition is‘freshman looking forward to college life’, the central phenomenon is ‘non-face-to-face college life with COVID-19', the contextual condition is‘go to school in the corner of the room', the mediating condition is‘introspection and Finding Supporting Resources’, and the action/interaction is ‘efforts to adapt to remote class situations’. The result of 'adapting to life' was a face-to-face class waiting with half expectations and half concerns. And as a result of this study, the core category,‘Independently overcoming the culture shock of non-face-to-face class situations’was progressing in four stages according to the passage of time: excitement stage, confusion stage, adaptation stage, and acceptance stage. The results of this study are meaningful as basic data to prepare for the substantialization of future new normal distance education.

The purpose of this study was to explore ways to support customized instructional methods for adult learners by variable through the analysis of the needs of instructional methods in adult learners in lifelong education institutions. To this end, a survey was conducted for demand analysis, and the results of analyzing the collected data through the t-test and The Locus for Focus model are as follows. Among the instructional method items, statistically significant differences were found in experiment and practice, discussion and discussion, flipped learning, problem-based learning, and blended learning. Second, by age of adult learners, experimentation and practice were the top priorities for those in their 20s, 30s, and 40s, while flipped learning was the top priority for those in their 50s and project learning methods for those in their 60s. Third, experiment and practice in the construction environment convergence engineering department, flipped learning in the welfare and management department, lecture method in the sports welfare department, and action learning in the smart electric energy engineering department were the top priorities. The results of this study are expected to be used as evidence for supporting adult learners' customized instructional methods at lifelong education system of university.