• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.2
• /
• pp.579-589
• /
• 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
• /
• v.17 no.5
• /
• pp.461-469
• /
• 2017

The purpose of this study was to investigate college life adaptation and loneliness of non-traditional adult learners with nursing major. A cross-sectional survey was conducted on one hundred and ten participants from selected universities in G city. A structured questionnaire which included general characteristics, a College Life Adaptation Scale and a Revised UCLA Loneliness Scale was a study instrument. Descriptive statistics, independent t-test, one-way ANOVA, and Pearson correlation coefficients were used for data analysis. The average level of college life adaptation was 44.8, while the score for loneliness was found to be 40.3. There was a significant difference in college life adaptation according to perceived health status. Loneliness showed a significant difference according to grades. A significant positive correlation was observed between college life adaptation and loneliness. In other words, the greater the loneliness, the lower the adaptation to college life. Thus, the results suggest that Korean universities should pay close attention to psychological factors such as loneliness to improve the adaptation of non-traditional adult learners with varied backgrounds to college.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.5
• /
• pp.897-907
• /
• 2023

The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

• Korean Journal of Adult Nursing
• /
• v.17 no.4
• /
• pp.635-645
• /
• 2005

Purpose: This study was attempted and completed in order to settle down and qualitatively improve web-based nursing education by evaluating effect and managing strategy of tutor. Method: The development of tutor's managing strategy was based on "The Self-regulated Learning" and "The supportive Learning", then it was applied to 79 learners in one of the cyber-learning centers. After applying the tutor's managing strategy, self-regulated learning scale, attitude for school, preference for computer and academic achievement were evaluated. The development of tutor's managing strategy for web-based nursing education are consisted of participation promotion, psychological support and motivation, recognition and promotion strategy of learning activity, management strategy of evaluating stage. Result: The levels of learner's self-regulated learning, recognition, behavior, attitude on the school and learning achievement were meaningfully increased in statistics after applying for the managing strategy of tutor. The motivation level and learning participation kept high scores from the beginning with no significant statistical changes. Conclusion: It is required to develop an educational program for cultivating well-educated tutors in order to help the effective learning process of nurses based on understanding characteristics of learners.

• Journal of the Korea Convergence Society
• /
• v.13 no.3
• /
• pp.185-190
• /
• 2022

The study of the meaning of learning began with the question of what causes people to start learning. Learning is humanization and personification. Learning is a basic human instinct, and the essence of learning is to understand other people and my life, learn community, and learn social capital. Learning gives humans nomadic judgment and provides an opportunity for a productive life for mankind, who must live in constant harmony with the social environment. Learning provides opportunities for self-management, communication with various generations, and self-actualization.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2021.07a
• /
• pp.423-424
• /
• 2021

본 연구는 성인학습자를 대상으로 효과적인 비대면 수업방법에 대한 개선점을 모색하여 교수자의 수업역량 향상에 기초자료를 제공하고자 하였다. 이를 위해 PBL(문제중심수업) 교수법을 기초로 4주차 수업을 설계하고 웹엑스(Webex)를 활용한 교수법을 49명의 학생에게 적용하였다. 연구 결과는 다음과 같다. 첫째, 고연령 성인학습자를 대상으로 디지털기기 활용법에 대한 사전 숙지가 필요하며, 둘째, 팀활동을 위한 웹엑스 세션별 수업은 강의실 수업에서 수동적인 학생들의 적극적인 수업참여를 이끌었고, 셋째, PBL(문제중심수업) 수업 방식은 비대면 수업에서도 학생주도의 수업을 이끌어 내고 활발한 상호작용을 통해 학생들의 문제 해결과 실천역량을 향상시킬 수 있었다. 이러한 연구 결과는 성인학습자를 대상으로 한 교수자의 비대면 수업 교수법에 기초적인 자료가 될 것이다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2022.01a
• /
• pp.181-182
• /
• 2022

본 연구의 목적은 성인학습자 교과과정 '융합형' 교수법을 통해 학습자 특성에 맞는 수업방법을 적용하고 개선방안을 모색하고자 하였다. 본 연구의 교수법을 효율적으로 달성하기 위해 4차에 걸쳐 진행되었다. 1차 '융합형' 교수법 적용 탐색, 2차 교수법 적용 지도법 논의, 3차 교수법 적용 및 보완, 4차 학습자 만족도 조사 및 분석 체계로 이루어졌으며, '융합형' 교수법 적용으로 아동(보육) 관련 교과목, 청소년 관련 교과목 위주의 공통 융합지도(하브루타 교수법, PBL 교수법)가 담당교수 별로 이루어졌다. 연구결과 첫째, '융합형 교수법'의 이론적 근거를 마련하여야 한다. 둘째, 현장연계 교과목 수업에 연계(아동, 청소년) 관련 기관과의 협력이 필요하다. 셋째, 학습자 전체가 참여할 수 있는 (토론회, 공청회) 등 프로그램 개발이 필요하다. 넷째, 다양한 자료, 기술, 기법을 통해 학습자의 동기유발이 필요하다.

• Journal of Fisheries and Marine Sciences Education
• /
• v.27 no.6
• /
• pp.1619-1627
• /
• 2015

The purpose of this study was to examine the relationship between the safety awareness and safety practice behavior of adult learners who participated in "civic safety culture college" was held in Changwon city. We carried out a questionnaire survey that was targeted at 150 citizens, but 132 citizens were included finally. Data collected were analyzed with SPSS 21.0 statistical program. Analysis methods were t-test, one way ANOVA, Scheffe test, Pearsons correlation coefficient, and multiple linear regression. The results were as follows. First, safety awareness point was an average of 4.17 point which was higher levels. Area showing the highest safety awareness was fire safety. Safety practice behavior point was an over intermediate level of an average of 3.58 point. Second, safety practice behavior had statistically significant difference according to sex(t=2.58, p=.01), education(t=-2.57, p=.01), job(t=-1.96, p=.05), housing(t=3.65, p<.001). Third, there was a positive correlation between home safety awareness(r=.28, p<.001), traffic safety awareness(r=.37, p<.001), fire safety awareness(r=.37, p<.001), emergency care awareness(r=.45, p<.001) and safety practice behavior. Fourth, safety practice behavior was related to the emergency care awareness(${\beta}$=.34, p=.002), this factor accounted for 19.5% of the variability of the safety practice behavior. These results are expected to be very important baseline data for many different businesses and program development for strengthening of safety awareness and spreading of safety culture in Changwon city.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.5
• /
• pp.285-295
• /
• 2018

This study examined the effects of Cyber University students' educational participatory motivation and life satisfaction on their satisfaction with their major. The subjects were 937 adult learners at one of the Cyber Universities in Seoul, Korea, who were over 20 years of age. The results were as follows. First, the main motivation of the Cyber University students was goal-oriented, followed by learning-oriented motivation and activity-oriented motivation. Second, there were significant differences in their educational participatory motivation, life satisfaction and major satisfaction according to their sex, age, occupation, marriage and major. Third, their life satisfaction and three types of educational participatory motivation had positive effects on the satisfaction with their major in the order of life satisfaction, goal-oriented motivation, learning-oriented motivation and activity-oriented motivation. These findings suggest that adult learners' quality of life and motivation to learn are very important for increasing the degree of satisfaction with their major.

• Hwankyungkyoyuk
• /
• v.20 no.3
• /
• pp.76-88
• /
• 2007

The purpose of this study is to develope education for sustainable development of understanding programme. The results of this study are as follows. Firstly, this programme is intended to enhance an university student's basic understanding, core skills and viewpoint of sustainable development. Secondly, the programme contains 10 modules, organised in four thematic sections. Each module is made up of two or three activities that are supposed to encourage adult learners in their mature understanding of sustainable development. Thirdly, there are three key teaching-learning strategies such as a case study, story telling and project study. These teaching-learning methods play a key role in the learning process. In conclusion, it is expected to indicate the goal and the value of the sustainable development clearly, and to provide the related information and knowledge constantly and systematically in the learning for sustainable development. Thus, it would be possible to enhance learner's awareness and attitudes towards sustainable development.