• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.389-403
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• 2019

This study has a purpose, that investigating influence of learning characteristic, lifelong learning participation motive, and wisdom that adult has at learning outcome and whether it has mediating effect of wisdom at influence that learning characteristic and lifelong learning participation motive have. For this, the subjects of the study was 425 adult learners from 20 to 69 years old who participated or are participating at Seoul, Incheon, and Gyeonggi-do. The results of this study are as in the following. At first, as a result of investigating relationship between learning characteristic, lifelong learning participation motive, wisdom, and learning outcome, the correlation coefficient of all variables appeared meaningfully. Second, as a result of investigating influence that learning characteristic, lifelong learning participation motive, and wisdom have in learning outcome, the most influential variable was learning value, the rest were cognitive capability, activity direction motive, learning direction motive and positive life attitude in this order. The third, as a result of investigating mediation effect of wisdom at influence that learning characteristic and lifelong learning participation motive have in learning outcome, Wisdom at the influence that learning characteristic have on learning outcome had completely mediated effect, and the wisdom at the influence that lifelong participation motive have on learning outcome had partially mediated effect. Thus, it was shown up that adult's learning characteristic and lifelong learning participation motive are able to increase effectively learning outcome by mediating wisdom. Therefore it is implying that it is essential to consider learning characteristic and lifelong learning participation motive in lifelong education field, and learning circumstance related with wisdom is important, as wisdom is important variable for increasing learning outcome.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4537-4548
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• 2015

The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.958-968
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• 2011

The purpose of the present study is to verify the structural relationship among motivation to participate, organizational support, satisfaction and learning outcome in lifelong education. The survey was conducted on the learners who enrolled in "A" lifelong education center in the first semester of 2011 and structural equation modeling analysis were used. A total of 151 respondents were analyzed for this study. The major findings of this research are as follow: First, motivation to participate factor has an influence on the satisfaction and learning outcomes. Second, organizational support factor has an influence on the satisfaction, but not on the learning outcomes. Third, learners' satisfaction have direct effects on the learning outcomes. Furthermore, learners' satisfaction mediated causal relationship between motivation to participate and learning outcomes. This study proposed implications and managing strategies that enhance satisfaction of female adult learners in lifelong education environment and learning outcomes.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.138-146
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• 2016

This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.354-361
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• 2018

The purpose of this study was to analyze the structural causal relationship between adult learners' participation in lifelong learning, education program satisfaction, and social capital. Also, the study reviews how education program satisfaction variables mediate the relationship between adult learners' participatory motivation and social capital. Subjects included 425 adult learners who participated in lifelong education, and the research hypothesis was verified through structure equation modeling analysis. Results are as follows: First, adult learners' participatory motivation had a positive (+) effect on social capital and education program satisfaction. Secondly, education program satisfaction had a positive (+) effect on social capital. Thirdly, education program satisfaction partially mediated the relationship between adult learners' participatory motivation and social capital and showed a significant indirect effect. This study suggests that it is necessary to develop various programs that can satisfy learners as well as improve social capital, participation motivation, and satisfaction of programs provided by lifelong educational institutions. Based on these results, this study suggests not only the role of lifelong education institutes, but also ways to improve social capital of adult learners within the lifelong education field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.579-589
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• 2016

This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.527-541
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• 2022

This study analyzed the structural relationship between motivation to participate in online lifelong education through YouTube, academic self-efficacy, and learning flow, where learners are rapidly increasing due to the spread of COVID-19. For this study, an online survey was conducted from July 16 to 30, 2021 for adult learners living in the metropolitan area. A total of 428 people participated in the survey, and a total of 409 copies of the results were analyzed, excluding 19 insincere responses. The main analysis results are as follows. First, The fitness of the research model was verified to be suitable for all analysis. Second, as a result of confirming the coefficients and statistical significance of each pathway in the research model, the motivation to participate in YouTube lifelong education was learning flow and academic self-efficacy, and academic self-efficacy also had a positive effect on learning flow. Third, it was confirmed that the effect of participation motivation in YouTube lifelong education on learning flow through academic self-efficacy was a statistically significant partial mediation. This study is meaningful in that it verified the structural relationship analysis between participation motive, academic self-efficacy, and learning flow in online lifelong education using YouTube reflecting the digital transformation of lifelong education due to COVID-19. Reflecting the need for re-regulation of lifelong education formed after COVID-19 and the flow of digital transformation through the research results, we discussed how lifelong education can enhance learners' motivation to participate and strengthen learning flow through academic self-efficacy as a medium.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.575-588
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• 2015

The purpose of this research is to examine the effect the motives for participating in lifelong education and involvement on lifelong education have on the learners' satisfaction from lifelong education, the continuous intention to take courses, and the intention to recommend lifelong education. The results from a quantitative research show that the practical and recreational motives had a high positive correlation to situational involvement in lifelong education and that the relational and goal-oriented motives had a high positive correlation to continuous involvement in lifelong education. Moreover, for satisfaction about teaching methods, practical motives had a relatively higher effect. For satisfaction about facility comfort, recreational motives had a relatively higher effect. For satisfaction about communication, relational motives had a relatively higher effect. For satisfaction about contents' quality, goal-oriented motives had a relatively higher effect. The finding also shows that situational involvement had a relatively higher effect on satisfaction about contents' quality. Continuous involvement had a relatively higher effect on satisfaction about teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.92-99
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• 2019

This study empirically analyzed the effects of elderly people participating in lifelong learning on their psychological well-being. For this purpose, 160 elderly people who participated in lifelong education programs in hospitals C and D located in Cheonan city were selected as the subjects. A survey was conducted for 10 days, from May 8, 2019 to May 17, 2019. First, does the goal-oriented factor, which is part of the lifelong learning motivation of the elderly, have a positive effect on their psychological well-being? Second, does the activity-oriented factor of the elderly have a positive effect on their psychological well-being? Third, does the learning-oriented factor of elderly people's motivation for participating in lifelong learning have a positive effect on their psychological well-being? To answer these research questions, variables such as gender, age, marital status, and education level were controlled through correlation analysis, and simple regression analysis was also performed. The results of the direct effect analysis showed that goal-orientation (${\beta}=.244$; p<.001) and activity-orientation (${\beta}=.321$, p<.001) have statistically significant positive effects on psychological well-being. However, a learning-orientation (${\beta}=.284$, p>.001) was found to have no statistically significant effect on psychological well-being. Based on these findings, lifelong learning programs for the elderly should be more goal-oriented and activity-oriented than learning-oriented to promote the psychological well-being of the elderly.