• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.364-372
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• 2016

This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data ${\chi}^2=224.267$ (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.167-176
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• 2016

The purpose of this study was to investigate the influence of attachment across an individual's lifespan. The present study explored how mother attachment in childhood influences adult student's major satisfaction and examined the mediating effect of self-esteem between mother attachment and major satisfaction. Participants were 529 adult students enrolled in S Cyber University. They answered a questionnaire about their present self-esteem level, attachment to their mother in childhood, and major satisfaction. By using SEM analysis, this study found that adult students' self-esteem completely mediated between their childhood attachment to their mother and their major satisfaction in adulthood. This result indicates influences of a secure attachment and positive self-esteem on major satisfaction of e-learning adult students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.182-191
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• 2020

This study is about the educational motivations of highly educated adult learners in order to understand the phenomenon of educational participation by highly educated adult learners and to analyze their characteristics. The analysis of this study used phenomenological methods. The findings are as follows. First, as a result of examining the motivations for education, both case 1 and case 2 show goal-oriented features. Second, as a result of examining the nature of education, case 1 was able to grasp the in-depth meaning of education and the nature and meaning of detailed education. In case 2, a learning-oriented characteristic is shown, unlike the goals presented in the motivation for education. Third, as a result of examining the changes in meaning of social welfare after learning about social welfare, case 1 was an opportunity to understand various areas of social welfare, and case 2 was able to explain the expertise of social welfare workers and the poor social welfare practice field. Fourth, an online university cited spatial and temporal flexibility, compared to offline universities, and explained that it has characteristics of self-directed learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.1
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• pp.91-99
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• 2011

Adult-learners of online education have been distant from studying for a long time and are rather familiar with the old massive education. As a result, despite the excellent ability in self-control learning that results in great academic performances and academic continuity, the learners give up on learning, feeling depressed for not being able to perform their advantage, the self-control learning ability. The study developed a self-control learning model and UDL design learning model in order to establish e-mentoring system. For the analysis on results of the experiment, the researcher extracted academic grade, the rate of re-register, and the amount of total studying time after dividing new students and transfer students of H cyber university into the control group and the experimental group. In conclusion, the results showed that more satisfied the control group is, the higher academic achievements and the higher academic continuity are accomplished.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.13-29
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• 2006

This study is intends to analyze achievements of the Literacy-computer education for the illiterates and to develop more efficient implementation strategies. For this purpose, we collected data of the costomer's satisfaction Ievels and its achievements of this program and analyzed its achievements perception by institutes variables, educational method variables, and individual character variables. Based on this results, we suggest specific strategies of this program for better effectiveness of literacy-computer education for the illeterate.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.584-593
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• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.397-404
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• 2024

This study aims to investigate the mediating effects of commitment to learning on the relationship between instructor communication and reselection of the same instructor among college students in lifelong education. For this purpose, the investigator conducted a survey with college students in lifelong education attending a two or three year college or a university in Daegu Metropolitan City and Gyeongsangbuk Province and analyzed a final total of 498 questionnaires with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: instructors' verbal and non-verbal communication had total significant effects on the path of reselection of the same instructor by college students in lifelong education, but it had no direct significant effects on reselection of the same instructor. Instructors' verbal and non-verbal communication had indirect effects on reselection of the same instructor by college students in lifelong education via commitment to learning. These findings imply that if instructors make use of their verbal and non-verbal communication in lessons for college students in lifelong education according to their characteristics, it will be able to increase their commitment to learning as well as satisfaction with lessons.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.877-884
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• 2015

Technology is an important means to enhance students' understanding about scientific concepts. In particular, newly introduced 3D printing technology has great potential to help students learn scientific concepts better. 3D printing is a process for a creating physical object with a three dimensional model. In this study, we explored two types of learners' (students vs. adults) motivation and satisfaction with 3D printing technology. With regard to motivation, student learners showed higher task value, self-efficacy for learning, and satisfaction than adult learners. The result implied that 3D printing technology is more effective to student learners than adult learners. In addition, for adult learner group, negative relationship between technology and satisfaction was found. Therefore, support for reducing the technology anxiety for adult learners is necessary. Further discussions are provided for the research and application of 3D printing technology in science classroom.

• Korean Journal of Comparative Education
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• v.24 no.3
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• pp.101-125
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• 2014

The purpose of this study is to analyze comparatively adult literacy surveys of UK, France and Germany who have developed their own adult literacy survey tools independently. The results of the study show that these three countries are similar in that all of them utilize literacy survey tools linked to their own adult literacy policies. The survey tools of the countries are based on the definition of adult literacy as functional literacy and everyday life skill. The criteria of adult literacy levels are differentiated in the context of the countries. And SQC model is adopted as the main model of developing the survey tools. Through this analysis, the following implications could be obtained to improve Korean adult literacy survey. It needs 1) to unify execution subjects of adult literacy survey and adult literacy policy. 2) to develop survey tools reflecting everyday life, 3) to make tools into module form, 4) to pursue the efficiency of cost and utilization of tools.