• Proceedings of the Korean Association for Survey Research Conference
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• 한국조사연구학회 2002년도 춘계학술대회 발표논문집
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• pp.115-133
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• 2002

최근 우리사회는 제반운영기반이 지식에 의존하고 있고 지식의 폭발적인 증가와 더불어 지식의 생명주기 단축이 매우 빠름을 특징으로 하고 있다. 지식의 중요성은 생활의 곳곳에까지도 영향을 미치게 되므로 많은 사람들이 지식사회에 부응하는 학습의 필요성을 절실히 느끼고 있지만 학습내용이 다양하게 개발되어 있지 않고, 또한 어느 학습에 어떻게 참여할지 모르는 경우도 있다. 교육인적자원부에서는 평생학습과 관련된 $\ulcorner$국가인적자원개발 기본계획$\lrcorner$(2001. 12. 7.)과 연계된 평생학습분야의 구체적 실행계획을 마련하기도 하였다. 본 연구에서는 고령화사회에서의 평생학습에 대한 수요는 계속적으로 증가할 것으로 전망하여 “사회통계조사”의 평생학습 참여실태를 검토하였고 그룹간 유사성 모델을 살펴 본 후 향후에는 평생교육이 어디에 중점을 두어야하는지를 밝혔다.

• The Journal of the Korea Contents Association
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• 제22권5호
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• pp.527-541
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• 2022

This study analyzed the structural relationship between motivation to participate in online lifelong education through YouTube, academic self-efficacy, and learning flow, where learners are rapidly increasing due to the spread of COVID-19. For this study, an online survey was conducted from July 16 to 30, 2021 for adult learners living in the metropolitan area. A total of 428 people participated in the survey, and a total of 409 copies of the results were analyzed, excluding 19 insincere responses. The main analysis results are as follows. First, The fitness of the research model was verified to be suitable for all analysis. Second, as a result of confirming the coefficients and statistical significance of each pathway in the research model, the motivation to participate in YouTube lifelong education was learning flow and academic self-efficacy, and academic self-efficacy also had a positive effect on learning flow. Third, it was confirmed that the effect of participation motivation in YouTube lifelong education on learning flow through academic self-efficacy was a statistically significant partial mediation. This study is meaningful in that it verified the structural relationship analysis between participation motive, academic self-efficacy, and learning flow in online lifelong education using YouTube reflecting the digital transformation of lifelong education due to COVID-19. Reflecting the need for re-regulation of lifelong education formed after COVID-19 and the flow of digital transformation through the research results, we discussed how lifelong education can enhance learners' motivation to participate and strengthen learning flow through academic self-efficacy as a medium.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제19권7호
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• pp.354-361
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• 2018

The purpose of this study was to analyze the structural causal relationship between adult learners' participation in lifelong learning, education program satisfaction, and social capital. Also, the study reviews how education program satisfaction variables mediate the relationship between adult learners' participatory motivation and social capital. Subjects included 425 adult learners who participated in lifelong education, and the research hypothesis was verified through structure equation modeling analysis. Results are as follows: First, adult learners' participatory motivation had a positive (+) effect on social capital and education program satisfaction. Secondly, education program satisfaction had a positive (+) effect on social capital. Thirdly, education program satisfaction partially mediated the relationship between adult learners' participatory motivation and social capital and showed a significant indirect effect. This study suggests that it is necessary to develop various programs that can satisfy learners as well as improve social capital, participation motivation, and satisfaction of programs provided by lifelong educational institutions. Based on these results, this study suggests not only the role of lifelong education institutes, but also ways to improve social capital of adult learners within the lifelong education field.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제20권10호
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• pp.92-99
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• 2019

This study empirically analyzed the effects of elderly people participating in lifelong learning on their psychological well-being. For this purpose, 160 elderly people who participated in lifelong education programs in hospitals C and D located in Cheonan city were selected as the subjects. A survey was conducted for 10 days, from May 8, 2019 to May 17, 2019. First, does the goal-oriented factor, which is part of the lifelong learning motivation of the elderly, have a positive effect on their psychological well-being? Second, does the activity-oriented factor of the elderly have a positive effect on their psychological well-being? Third, does the learning-oriented factor of elderly people's motivation for participating in lifelong learning have a positive effect on their psychological well-being? To answer these research questions, variables such as gender, age, marital status, and education level were controlled through correlation analysis, and simple regression analysis was also performed. The results of the direct effect analysis showed that goal-orientation (${\beta}=.244$; p<.001) and activity-orientation (${\beta}=.321$, p<.001) have statistically significant positive effects on psychological well-being. However, a learning-orientation (${\beta}=.284$, p>.001) was found to have no statistically significant effect on psychological well-being. Based on these findings, lifelong learning programs for the elderly should be more goal-oriented and activity-oriented than learning-oriented to promote the psychological well-being of the elderly.

• The Journal of the Korea Contents Association
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• 제15권6호
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• pp.575-588
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• 2015

The purpose of this research is to examine the effect the motives for participating in lifelong education and involvement on lifelong education have on the learners' satisfaction from lifelong education, the continuous intention to take courses, and the intention to recommend lifelong education. The results from a quantitative research show that the practical and recreational motives had a high positive correlation to situational involvement in lifelong education and that the relational and goal-oriented motives had a high positive correlation to continuous involvement in lifelong education. Moreover, for satisfaction about teaching methods, practical motives had a relatively higher effect. For satisfaction about facility comfort, recreational motives had a relatively higher effect. For satisfaction about communication, relational motives had a relatively higher effect. For satisfaction about contents' quality, goal-oriented motives had a relatively higher effect. The finding also shows that situational involvement had a relatively higher effect on satisfaction about contents' quality. Continuous involvement had a relatively higher effect on satisfaction about teaching methods.

• Journal of Digital Convergence
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• 제17권11호
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• pp.509-515
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• 2019

The purpose of this study is to analyze the learning needs for lifelong education of the baby boom generation, the role of higher education and to reorganization plan the lifelong learning system at higher education levels to realize the lifelong learning system. In order to do this, this study analyzes the present condition of lifelong learning for each age group in South Korea, especially the participation and learning needs of the baby boom generation. Based on this, present lifelong learning reorganization plans in universities examine for the realization of a lifelong learning system.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제18권12호
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• pp.414-422
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• 2017

This study was conducted to analyze the effects of motivation and satisfaction with continuing education on the intention to participate in college continuing education programs among adult learners. and participation of continuing education to improve the quality of Continuing education programs operated by College and to develop diverse educational programs that reflect the needs of adult learners and increase their participation rate. This study analyzed data collected from 412 adult males and females taking courses at the Lifelong Education Center in four professional universities in Gyeonggi-do from May 1 to June 20, 2017. Data analysis was performed using SPSS Version 21.0 program, and general characteristics of the subjects were used. Descriptive statistics, t-tests and ANOVA were used to identify differences in participants' motivation, satisfaction with education, and intention to participate. Participants' motivation, satisfaction with education, and intention to participate were analyzed by Pearson's correlation. Participants were analyzed by stepwise multiple regression analysis. There was a significant positive correlation between motivation for participation in college continuing education programs, intention to participate in education programs, and intention to participate. The factors influencing participants' motivation for participation were participation motivation and education satisfaction 41.2%.The results of this study suggest that it is necessary to develop and operate a program considering the factors that can improve motivation for participation and educational satisfaction to increase learner motivation.

• Korean Journal of Comparative Education
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• 제28권3호
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• pp.291-307
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• 2018

As the value of lifelong learning becomes important, states are making efforts to build a system of lifelong learning. According to this tendency, this paper intends to compare the participation rate of lifelong learning, learning outcomes, learning support infrastructure, support of learning expenses, and recognition of lifelong learning. For the comparative pedagogical approach, Bray and Thomas' cubes such as geographical / regional level, non - geographical demographic statistics, social and educational aspects were utilized. The participation rate of lifelong learning in Korea is 34.4% in 2017, which is lower than the OECD average of 46%. The competency scores of Korean adults were lower than the OECD national averages of the PIAAC survey which measured adult competence, language ability, numeracy, and computer-based problem solving ability. In order to recognize prior learning, EU countries have developed EQFs to evaluate all non-formal and informal learning outcomes, while Korea recognizes qualification as a credit banking credit under the academic credit banking system. International comparisons of lifelong learning can be used as an important tool for diagnosing the actual conditions of lifelong learning in a country and establishing future lifelong learning policies. Therefore, it is necessary to maintain that the comparative pedagogical approach of lifelong learning differs according to the historical context, socioeconomic characteristics, and population dynamics, including the formation process and characteristics of modern countries.

• The Journal of Korean Institute for Practical Engineering Education
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• 제3권1호
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• pp.167-175
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• 2011

The purpose of the study was to examine the case of Regional Learning Network and present the implications for Consortium training Programs for small and middle-sized corporations in Korea. I found a following findings in Alesund regional learning network. First, companies participated regional learning network on their own initiative. Second, companies developed their innovation competency and had a chance to implement change management programs in order to cope with dynamic environment. Third, regional learning network was designed based on organization learning theory which make it possible to create, experiment and share the common knowledge for paticipating companies. Based on the these findings, implications for Consortium training Programs for small and middle-sized corporations in Korea was presented.

• Journal of Korea Entertainment Industry Association
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• 제14권3호
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• pp.117-132
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• 2020

The purpose of this study is to examine the lifelong education policy in Korea and Germany, focusing on the historical transition process, and to explore desirable ways to develop the lifelong education policy in Korea. To this end, We compared and analyzed Korea and Germany's lifelong education policy using research papers on lifelong education and practical data published by BMBF, DIE, DVV, EAEA, UIL, and NILE. As a result of the study, German lifelong education policy has improved social and vocational professionalism running programs suitable for the characteristic of region, Korean lifelong education policy lacks civic education in terms of local lifelong education due to political sensitivity. In addition, Germany is expanding the participation rate of lifelong education by constructing an environment where it is easy to participate in lifelong education, while Korea's participation rate in lifelong education is lower than that of advanced OECD countries. At last, the German lifelong education policy pursues a natural change in the needs of the society, the ideological principle of which require education be independent. On the other hand, the study confirms that Korean lifelong education policy tends to be controlled by the central government. As a result of this study, Germany's lifelong education policy provide the following implications for Korea's lifelong education policy. First, This dissertation emphasizes the need for the learner-centered operation as the needs of educational consumers become more diverse. Secondly, It highlights the need for activation of lifelong education in career education. Third, The expansion of the lifelong education budget to support good quality lifelong learning. Fourth, Holistic and long-term system for sustainable lifelong learning society needs to be structured.