• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.75-86
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• 2019

Globally, the change in higher education is gradually moving toward a trend that seeks a change in innovative higher education through the revitalization of digital-based education. Accordingly, this study designed a customized education model based on e-learning that can be used in undergraduate education and development of lifelong vocational skills. The use of online learning platforms and the expansion of education are major factors that change the overall higher education system as the form and content of curriculum changes around the world. In order to establish a customized education model using online learning platform, this study analyzed major overseas advanced education cases and selected the basic direction of customized learning as personalized learning, competency based learning, and training for talents leading the 4th Industrial Revolution. Then, FGI was conducted for undergraduate and lifelong vocational ability development experts. As a result, a customized education model using an online learning platform was derived from a degree-type model available in undergraduate education and a non-degree-type model available in the field of lifelong vocational ability development, and each operation strategy was suggested.

• Journal of Information Management
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• v.41 no.4
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• pp.23-40
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• 2010

The needs for independent 'lifelong learning' is on the rise for the individuals living in today's fast-paced society. As a result, the significance of 'information literacy' as the core requirement for lifelong learning has become widely recognized. Some countries have even established standards for information literacy at the national level, and introduced programs to improve the overall level of information literacy in the school curriculum. In Korea, various studies have been done to identify the importance of information literacy, and also there are increasing offerings of information literacy programs in regular curriculum. Based on the result of self-efficiency assessment by the students who attended the information literacy courses, this study tries to examine the effects of those programs. It consequently confirms that these curriculums resulted in improvement of the information literacy of the students, and also provide some suggestions and guidelines for the design of the curriculum for information based on the findings.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.87-103
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• 2019

The purpose of this study is to examine the factors affecting the intention of smart device internet usage from the perspective of lifelong learning of elderly people. Survey was conducted for understanding the factors affecting the internet usage intention of smart devices with 150 elderly people who visited the Gwangju Senior Technology Center (GSTC). The empirical results show that the perceived economic value and practical value of the elderly have a significant effect on the intention of utilizing the Internet of Smart Device. Although the moderating effect of the individual innovation of the elderly is not significant, Participation in social activities significantly moderated the relationship between perceived value and intention to use internet. In addition, the elderly expected that the quality of life would be improved via the use of smart devices.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.57-68
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• 2017

The purpose of this study is to analyze the actual preparation process and outcomes of applying RPL in University Dual System based on KOREATECH's case. A comprehensive literature review on prior research and cases was described in this study to assist Korean educational institutions who might be interested in adopting RPL into their organizations. Furthermore, three different levels of support were suggested based on the results of this study for successful adoption of RPL in Korea. Support from national system level, sociocultural level, and university level should be considered carefully for the success of RPL.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.120-136
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• 2010

As there has recently been a rapid increase in importance of lifelong study, the number of learners participating in lifelong educational programs is increasing geometrically and lifelong educational institutions turned out to be the best one where everyone wants to study. Hereupon, aimed at team leaders managing the whole nation lifelong institutions and teachers interacting briskly with learners, we tried to research and analyze main cause affecting performances of lifelong educational institutions of university in this study based on Resource Based View and Dynamic Capability Theory for continuous development of lifelong educational institutions and securement of the competition. The contents and results of this study run as follows First, We tried to investigate the relation between resources and performances of lifelong educational institutions of university as contents and results of this study. The results were analyzed that material resources like an easy accessibility, superiority of facilities and teachers' excellence of lifelong educational institutions have an beneficial influence. Second, We tried to understand a leading cause affecting Dynamic Capabilities of lifelong educational institutions. The analyzed results were that material and human resources like easy accessibility, superiority of facilities, superiorities of teachers and director's empowering readership as a superior and organizational culture(autonomy, interaction) affect Dynamic Capabilities. These results could be understood that lifelong educational institution characteristics of university are well reflected. Third, We tried to find that even though elements of Resource Based view are surely important, Dynamic Capabilities of the organization are more important for continuous development and growth of lifelong educational institutions. Upon investigation, we found that there were mediating effectiveness in relations between Absorptive Capability and Innovative Capability which are Dynamic Capabilities and performances. Like preceding, there wes also mediating effectiveness in relations between empowering and organizational culture(autonomy, interaction) of a superior. And to conclude, superiority of resources could contribute to developing lifelong educational institutions to some degree but considering features of lifelong educational markets rapidly changed, Dynamic Capabilities of organization are more important for continuous growth and expensive preferability.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.129-139
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• 2021

This study categorized the viewpoint of cooperation between schools and communities into marketability and publicness, and the viewpoint of school education and lifelong education. The perspective of school education consider to utilize local resources for the growth of students. The lifelong education perspective sees cooperation between schools communities to support the learning of residents. While the marketability perspective pursues individual choices and diversity of opportunities, the publicness perspective focuses on ensuring citizens' right to learn and evenly distributing learning opportunities. From the point of view of school education, it seeks to utilize local resources for the growth and development of students, and in the view point of lifelong education schools are understood to support the learning activities of residents. Cooperation between schools and communities could be presented by categorizing them into private organization-led, educational authorities-led, and provincial authorities-led depending on the subject of the promotion. Recently, local governments and educational governments, schools and communities are developing to a stage where they cooperate to realize the vision of a educational community. For the cooperation between schools and communities the local community, cooperation between local government and educational government and the harmony between publicness and marketability are emerging as tasks.

• Journal of Practical Engineering Education
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• v.6 no.2
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• pp.77-84
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• 2014

As the interests in the flipped learning has recently been increased in the educational field, the number of engineering professors has tended to apply the flipped learning method to their classes. However there has been few research which guide to design engineering courses applying the flipped learning method. This study aims to suggest an instructional design model for the flipped learning according to the case of applying the flipped learning method to an engineering course, "Mechanical Vibrations". This study provides practical guidelines for engineering professors to design their theory oriented courses applying the flipped learning method.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.293-299
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• 2020

This study is intend to define learning driving force for learner-centered education and to derive it's components(IDEA : degree of Interest, Dynamics of learning process, degree of self-Effectiveness, expectation level of Academic achievement). To validate the concept of driving force, we analyzed the instructional design techniques, operating procedures, result reports, professor's comments of flipped learning courses which were conducted systematically in K-university during last 4years. As a result, I suggest the directives and guidances required for effective flipped learning based on driving force.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.309-325
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• 2024

The purpose of this study was to develop self-evaluation criteria for objective verification and performance analysis of LINC 3.0. To achieve this goal, evaluation indicators in the fields of human resources development and skill development and commercialization were developed and their validity was verified. We investigated previous evaluation-related studies and similar cases to construct an evaluation model and system and develop indicators. The validity of the developed evaluation indicators was secured through two round Delphi surveys. As a result of the research, LINC 3.0 evaluation indicators can be divided into the field of human resources development and skill development and commercialization. A total of 66 evaluation indicators were developed. CIPP in the field of human resources development was developed with 13 categories and 38 evaluation indicators, and CIPP in the field of skill development and commercialization was developed with 12 categories and 28 evaluation indicators. The significance of this study is that it suggests a way to increase the objective verification and validity of the university industry-academia cooperation model by developing self-evaluation indicators for the LINC 3.0 project. The evaluation indicators developed in the research need to be continuously upgraded based on field usability, and it is necessary to improve the quality and competitiveness of university education by sharing and spreading excellent affairs.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.139-148
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• 2022

The lifelong education center is an educational system that provides adults with learning from cradle to tomb to people, and it is difficult to provide smooth educational services due to the period of COVID-19. Through this, the purpose of this study is to investigate how the service quality of lifelong education centers affects psychological well-being through positive psychological capital based on previous studies on service quality, positive psychological capital, and psychological well-being. This study distributed and collected questionnaires from November 1st to November 14th, 2021, targeting 212 students attending the lifelong education center. As a result of hypothesis verification, first, it was found that the service quality had no effect on self-efficacy, but all of them had an significant effect on hope. Second, it was found that the assurance and responsiveness had a positive effect on resiliency, and it was found that responsiveness had a positive effect on optimism. Finally, hope, resilience, and optimism were found to have a significant effect on psychological well-being. Through the results of this study, it is expected that it can be used as data for the policy direction to provide better quality lifelong education center services to lifelong education center learners.