• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.49-64
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• 2007

This research aims to investigate e-Learning behavior and its different features which may vary depending on learners' characteristics and their prior e-Learning experiences. For this purpose, a survey was conducted for adult learners who had e-Learning experiences. It included various questions including place, time and process of e-Learning. The result showed that features of e-Learning behavior varies according to learner characteristics, such as gender, educational background, and their work experiences. It also revealed that work environment and the nature of e-Learning courses are influential factors for their learning behavior.

• Korean Medical Education Review
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• v.11 no.1
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• pp.11-20
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• 2009

The purpose of this study was to introduce the concepts of experiential learning and the Kolb's model, and to review some applications of experiential learning theory in graduate medical education. The published literature on GME and education for general practitioners applying the experiential theory and the Kolb's model was reviewed. Experience learning defined the cyclical learning process which emphasizes the learners' reflective thinking of the learners' concrete experiences and their active participation in continuous learning actives. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory. This is typically expressed as a four-stage cycle of learning. Kolb's cycle moves through concrete experience(CE), reflective observation(RO), abstract conceptualization(AC) and active experimentation(AE). Components of continuing education of the adult learner were based on autonomy, context of learning, and competence and performance as educational objectives. Some strategies for graduate medical education were reflective thinking, self-directed learning, morning reporting and feedback with peer review, etc. Opportunities for learning from experience in practical life can be made to enhance reflective thinking and performance of practitioners. Strategies to develop reflective practice among physicians should be explored by further research.

• Journal of the Korean Society of Physical Medicine
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• v.7 no.4
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• pp.493-500
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• 2012

PURPOSE: The purpose of this study was to investigate effect of self-controlled feedback on proprioception in elbow flexion. METHODS: Thirty young adult volunteered to participate and were randomly assigned to one of three groups (self-controlled, yoked, control). Power and velocity in elbow flexion was measured by PRIMUS RS (BTE Tech., Hanover, U.S.A). Statistical analysis was used multivariate ANOVA to know effect of self-controlled feedback on proprioception in elbow flexion. Post hoc was used Scheffe. RESULTS: In acquisition phase to practice effect, variable errors in self-controlled group was significantly low scored more than yoked and control group. In retention phase to learning effect, variable errors in self-controlled group was significantly low scored more than yoked and control group. CONCLUSION: Self-controlled feedback was more effective on movement control when the learner could make a decision about receiving feedback after the trial. This seems to support the view that self-controlled feedback benefits learning, because learners can make a decision about feedback based on their performance on a given trial.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.1
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• pp.5-13
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• 2010

Purpose: This study investigated the effects of Web-Contents Learning by nursing students on nursing knowledge, self-directed learning and clinical competence. Method: This study was a quasi-experimental, nonequivalent control group pre-post test. For the study, 146 nursing students were selected from three colleges. Seventy-six were experimental subjects and 70 were control subjects. The subjects in the experimental group studied Web-Contents along with four weeks of clinical practice. Data were collected by structured questionnaires and analyzed using the SPSS program. Result: The experimental group showed significant increase in their nursing knowledge (t=-3.866, p=.001). However, no significant differences were observed between the two groups in self-directed learning (t=-.759, p=.449) and clinical competence (F=.891, p=.347). Conclusion: From our investigation, the present study suggests some implication for learner-related variables. Elaboration of experimental design to validate the effects of Web-Contents Learning should be carried out.

• Journal of the Korean Society of Industry Convergence
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• v.26 no.1
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• pp.143-152
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• 2023

In the rapidly changing information age, as the need for Informatization education increases, it is necessary to further activate Informatization education for adults. First, in terms of lifelong learning, this researcher suggested learner analysis, class subject materialization, and lecture environment confirmation as three things to be considered first before the course is opened. And as a matter to be continuously considered in terms of lifelong learning, this researcher considered that the connection with the next quarter class and the continuity of learning opportunities should be considered. This study attempted to reveal the differentiated characteristics of informatization education in terms of lifelong education by presenting and analyzing three actual class cases taught by this researcher at lifelong education institutions. Its characteristics included customized education in the information age, continuous upgrades of equipment, instructor education in response to the information age, and expansion of employment opportunities. Based on the case of information education classes, this study, which analyzed the differentiated characteristics of information education at the lifelong education level, can help improve the quality of instructors and self-development of learners in the actual educational environment. For this, continuous follow-up research will also be needed.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Journal of Korea Port Economic Association
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• v.36 no.1
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• pp.165-182
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• 2020

According to recent government forecasts, universities face a critical situation, due to a reduction in the number of students and a decrease in tuition income. To respond to the changed population structure and the 4th Industrial Revolution, the government is supporting universities in reorganizing the structure of academics and curricula focused on lifelong education. Considering this, this study analyzed the correlation between intention to participate in lifelong education and learning outcomes oriented to workers involved in shipping and port logistics in the Port of Gwangyang and Yeosu, who are participating or have participated in lifelong education. To expand the opportunities for participation in the lifelong education of adult learners and form a learning culture, it is necessary to analyze the intention to participate in lifelong education and how participants identify their learning outcomes. According to the analysis results, the goal orientation of intention to participate in learning has a significant influence on individual features of learning outcomes, and learning orientation has a significant influence on the social characteristics of learning outcomes. Moreover, learning outcomes and the learning orientation of the intention to participate in learning have a significant influence on the intention to continue learning. In particular, the results showing that learning outcomes reflect individual changes and that interests obtained as a product of learning influence the intention to continue learning are highly suggestive.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.397-407
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• 2015

The purpose of this study was to investigate the relationships among daily hassles, self-efficacy, and stress responses of RN-BSN (Registered Nurses-Bachelor of Science in Nursing) students in juggling both their jobs and learning as an adult learner of distance education in digital convergence era. The data were collected by a questionnaire from 229 nurses in a RN-BSN course of an open university from October to November, 2013. The mean score of facing task dimension was much higher than the interpersonal dimension score among daily hassles. The academic problem of the facing task and the family relationship of the interpersonal were the highest respectively. The mean score of self-efficacy was slightly higher than the median. Multiple regression showed that perceived health status, workload, occupation satisfaction, and values problem of daily hassles explained 44.2% of stress reponses and values problem was the main factor influencing stress responses. The distance education policies and strategies were required to manage their stress for the adult learners of distance education in digital convergence era.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.30-41
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• 2018

This phenomenological study aims to explore Nursing Students' Experiences who have experienced team-based learning (TBL). The purpose of this study is to contribute to fostering professional nurses required in the clinical field by improving the learning outcomes by applying the TBL classes. The study participants were seven students of the nursing department who took TBL classes in adult nursing classes. The data were collected through participating observations and in-depth interviews, and analyzed using Colaizzi's phenomenological methods. As a result of the study, nine conceptual descriptions and five theme clusters were derived. The major theme clusters for the experiences of students were 'Dedication to best results', 'Self-led learning attitudes are formed', 'Becoming a communal knowledge creator', 'Active class time', and 'Meaningless peer evaluation'. Nine conceptual descriptions were 'Doing one's best to fulfill one's role', 'Preparing for the class with the pre-learning', 'Forming confidence through pre-learning', 'Solving problems through interaction with friends', 'Becoming a mentor to each other', 'Working together to resolve issues', 'Intimacy formed', 'A lively class', and 'Peer evaluation with familiarity'. This study contributes to the improvement of the learning outcomes of the nursing students by enabling learner-centered classes and self-led learning, thereby contributing to fostering the professional nursing manpower required in the clinical field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.428-436
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• 2020

The purpose of this study is to analyze the needs for developing a curriculum for strengthening the long-term care service expertise and job competency. Specifically, the researchers analyzed previous studies on national long-term care services and national policy data, and conducted focus group interviews with 14 experts from related agencies. Activity theory was applied as a framework for analysis and a questionnaire about the importance and difficulty of subjects from 25 long-term service employees was administered for validating the results of the qualitative data analysis. The upper part of the subject-goal-tool of the activity system was considered the main area of action, and the following rule-community-division was divided into contextual parts for action, and the implications for demand analysis and future operation of the online curriculum are summarized. In total, six courses were required for development. These courses could be applied to as a learner-centered flip learning for long-term care service workers and various educational methods of collective education and supplementary education have been proposed. Based on the study results, implications in the educational field for effective management of courses were suggested at the end of the study.