• Journal of Agricultural Extension & Community Development
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• v.24 no.1
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• pp.21-31
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• 2017

The purpose of this study was to analyze the structural relationships between adult educators' instructional leadership, learners' motivation and performance among those participants in education for urban-rural migration. The survey was conducted among 22 agricultural educational institutions in South Korea, and a total number of 1,109 learners responded to a questionnaire. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling. The major findings of this study were as follows. First, adult educators' instructional leadership had a direct effect and an indirect effect on learners' performance. Second, adult educators' instructional leadership had a direct effect on learners' motivation. Third, learners' motivation had a direct effect on learners' performance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.180-190
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• 2019

This study aims to investigate the mediation effect of creativity in the relationship between the core competencies of lifelong educators and the life competencies of adult learners. A survey was conducted for adults participating in the lifelong education programs in lifelong education institutes in Gyeonggi-do. Consequently, a toows. First, among the life competencies of adult learners, the problem solving ability showed the highest correlations with the planning, action, and support competencies, which are the sub-factors of the core cotal of 520 questionnaires were used for research analysis. The main findings of this study are as follmpetencies of lifelong educators. Among the creativity factors of adult learners, unique flexibility showed high correlations with the life competencies of adult learners. Second, the core competencies and creativity of lifelong educators had a 74.6% effect on the life competencies of adult learners. Among them, creativity was a variable that had a greater effect on the life competencies of adult leaners than on the core competencies of lifelong educators. Third, the mediation effect of creativity in the relationship between the core competencies of lifelong educators and the life competencies of adult learners was verified. The results of this study proved that the creativity of adult learners is an important variable for improving life competencies and that qualitative improvement through the core competencies of lifelong educators is required.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.340-350
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• 2016

This study analyzes the structural causal relationship among adult learners' characteristics, participatory motivation, methods of learning process by instructor, institutes satisfaction, and learning outcome. In addition, the study reviews the mechanism by which three different variables work as intermediates in the relationship between adult learners' characteristics and learning outcomes. The study subjects were 444 adult learners who participated in lifelong education, and the research hypothesis was verified through Structure Equation Modeling analysis. The results are as follows. First, the characteristics of adult learners affect learning outcomes, as well as the methods of learning process by instructor affects, participatory motivation and institutes satisfaction, and have a significantly positive(+) effect. Secondly, the methods of learning process by instructor affect institutes satisfaction, and the effect is significant. However, it does not influence participatory motivation. Moreover, it has a negative influence on learning outcomes. Additionally, participatory motivation has a significant effect on both learning outcomes and institutes satisfaction. Thirdly, when examining the ultimate intermediate between the characteristics of adult learners and their learning outcomes, institutes satisfaction was the optimal channel. These study results suggest not only the role of lifelong education institute, but also ways to improve academic outcomes of adult learners within the lifelong education field.

• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.179-191
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• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.

• Educational Technology International
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• v.7 no.1
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.813-824
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• 2021

To improve educational performance by analyzing the learning trends of adult learners of Open High Schools, various algorithm models using artificial intelligence were designed and performance was evaluated by applying them to real data. We analyzed Log data of 115 adult learners in the cyber education system of Open High Schools. Most adult learners of Open High Schools learned more than recommended learning time, but at the end of the semester, the actual learning time was significantly reduced compared to the recommended learning time. In the second half of learning, the participation rate of VODs, formation assessments, and learning activities also decreased. Therefore, in order to improve educational performance, learning time should be supported to continue in the second half. In the latter half, we developed an artificial intelligence algorithm models using Tensorflow to predict learning time by data they started taking the course. As a result, when using CNN(Convolutional Neural Network) model to predict single or multiple outputs, the mean-absolute-error is lowest compared to other models.

• Journal of Korean Society for Quality Management
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• v.51 no.1
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• pp.79-96
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• 2023

Purpose: The purpose of this study is to examine the effects of the educational service quality of lifelong education institutions on the job preparation behavior of adult learners, and to suggest important factors that enhance the job preparation behavior of adult learners and ways to contribute to the improvement of educational service quality. Methods: In this study, 260 adult learners using lifelong educational institutions located in Seoul and Gyeonggi-do were statistically analyzed with SPSS 22.0 as a study sample. Results: First, lecturer expertise, educational environment, educational programs, and administrative services of instructors, which are sub-factors of educational service quality, were all adopted as positive (+) influences on educational satisfaction. Second, the lecturer expertise and educational programs were adopted due to the positive (+) effect on job search efficacy, but the educational environment and administrative services were rejected. Third, educational satisfaction was adopted as a positive (+) effect on job search efficacy. Fourth, educational satisfaction was adopted as a positive (+) effect on job preparation behavior. Fifth, job search efficacy was adopted as a positive effect on job preparation behavior. Conclusion: Based on the research results, it suggests that educational satisfaction and job search efficacy are important variables for adult learners using lifelong education institutions, and provides basic data on variables necessary to increase their job effectiveness in a rapidly changing job environment.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.162-171
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• 2016

The purpose of this study was to examine the mediation of ego-resilience in the relationship between social capital and safety awareness safety pursuit behavior of adult learners in order to provide a basis for planning safety education to improve the safety behaviors. The participants were 162 adult learners who participated in the "Go to find safety classroom of citizens" in Changwon city. Data were collected using self-report questionnaires and analyzed with the SPSS-WIN 20.0 program. As a results, first, the mean score for social capital was 3.36(social confidence 3.38, reciprocal norms 3.29, networks 3.22, democratic citizen awareness 3.56), ego-resilience 3.57. Second, social capital was significant correlation ego-resilience(r=.63, p<.001) and safety awareness safety pursuit behavior(r=.44, p<.001). Third, ego-resilience was significant correlation safety awareness safety pursuit behavior(r=.54, p<.001). Forth, ego-resilience had a partial mediating effect in the relationship between social capital and safety awareness safety pursuit behavior. Based on these findings of this study, safety education focusing on ego-resilience and social capital improvement are highly recommended to promote safety behavior in adult learners.

• Phonetics and Speech Sciences
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• v.10 no.2
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• pp.39-44
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• 2018

The purpose of this study is to investigate the English pronunciation for high-leveled adult Korean speakers based on pronunciation proficiency test. For this purpose, one native English speaker and eight Korean speakers' suprasegmental features such as sentence F0, standard deviation of vowels and stressed / unstressed vowels' F0, duration and intensity were measured and analyzed. The major results show that (1) high-leveled adult Korean speakers' sentence F0 was similar to that of native English speaker, (2) vowel durations, were less diverse than those of native English speakers, and (3) high-leveled adult Korean speakers utilize vowel duration more actively than F0 to indicate the stress assignment of vowels.