• Title, Summary, Keyword: Adult Learner

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Relation Research on Participation Valence and Learning Flow of Adult Learner in the Credit Bank System (성인학습자의 학점은행제 참여 유의가와 학습몰입 관계 연구)

  • SONG, Kyoung-Hwa;JUNG, Ju-Young;AHN, Young-Sik
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.5
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    • pp.1209-1219
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    • 2016
  • In knowledge based society, lifelong learning is increasing in order to meet educational needs of adult learners. Credit Bank system which is credited by individual experience, learning and qualifications are also emphasized for continuing learning participation. However, in spite of the importance of concern in the Credit Bank System, adult learners expectation and value are not high. The purpose of this study is to analyze participation valence and learning flow of adult learner in the Credit Bank System. The result of this study is summarized as follows: first, adult learners participated in the Credit Bank System to get new knowledge and skill based on internal and external motivation and requirement not involved with individual degree. Second, adult learners participating in the Credit Bank System are experiencing learning flow realizing that behavior of participation is compensated, adult learners are concentrating and feeling with satisfaction and pleasure to study. Third, participation in the Credit Bank System based on adult learner's own right learning requirement have been analyzed as it has a positive effect to the learning flow and have indicated that adult learners having high level of valence experience, recognition immersion, behavioral devotion, and egoistic immersion. Based on the conclusion, further studies are suggested.

A study on implementation of adult learner-targed college based on case study of foreign universities: Focused on cases of US and UK (해외 사례분석을 통한 성인전담 단과대학 운영방안: 미국과 영국 대학을 중심으로)

  • CHO, DAEYEON;Kim, Jeong-Ju
    • (The)Korea Educational Review
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    • v.23 no.1
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    • pp.379-404
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    • 2017
  • The purpose of this study is to seek practical implementation of adult learner-targeted college. For this, it first of all pointed out expanding opportunities of adult learners to learn and limitation of current lifelong education system at higher education level as well as lifelong learning centered university project. Then it selected and examined 3 university cases abroad, such as Harvard university, the university of Chicago in US and Warwick university in UK in terms of their curriculum and operating method for adult learners. In addition to the literature and case studies, this study did interviews on 5 professors with major of lifelong education and 5 managerial experts of university to suggest practical operating approach of adult learner-targeted college, which is as following. University's philosophy should be geared to meet public responsibility, specialization and persistency of the system and proper measurement be followed such as various range of admission track, prior education courses, recognition of prior learning experience, major, teaching method, curriculum and extra adult learner tailored service including financial support. Based on the study result, practical implications were suggested.

A Study on Adult Learners' Perception on the Development of Life Competencies in Busan and Ulsan (부산·울산지역 성인학습자들의 생애능력개발에 대한 인식 분석)

  • Park, Jong-Un;Yoon, Hyung Keun;Kang, Beodeul;Won, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.1
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    • pp.160-169
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    • 2015
  • The purpose of this study was to search and analyze the realities and needs of life long education, the necessity and perception of life competencies and the difference of competencies on experiences of education to support life long education system for adult learners in Busan and Ulsan. In this study, we conducted a questionnaire survey of 234 adult learners living in Busan and Ulsan. The results of this study were summarized as follows. First, adult learners perceived that life long education was very important to adults and appreciated an educational institution being managed by government. Second, adult learners thought that basic literacy competency and basic work competency were important and late fifties perceived that professional job is in important. Third, adult learners perceived that self directed learning and capacity of management are poor competencies. And they perceived that the government support adult learners who has economical difficulty. Forth, adult learners perceived that it was normal that 'professional job' and 'job transition abilities', 'women', 'the middle aged and old','the unemployed' and' low incomers' perceived that they have poor level. Fifth, according to the results of ${\chi}^2$ test for determining the statistical significance of differences in experience in lifelong learning among adult learner groups divided by their individual background, significant differences were observed in a few competencies(p<.05, p<.01).

The acquisition effect by measurement periods of adult learners learned through English pattern practice (영어 패턴 연습을 활용한 성인 학습자의 측정 시기별 습득 효과)

  • Choi, Kyung-Mi
    • Journal of the Korea Convergence Society
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    • v.11 no.5
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    • pp.183-189
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    • 2020
  • This study was carried out to find out the acquisition effect by measurement periods of adult learners learning through English pattern practice. The subjects of this study were divided into adult learner groups including the learners in their 40s and those who were over 65 and the child group who were 8 years old as a comparative group. After the subjects had a pre-test at first, person agreement and tense were instructed though English pattern practice and right after that, they had a post-test. Then 4 weeks later, they had a delayed test. As a result, the acquisition result of adult learners learning though English pattern practice showed the largest rise by those in their 40s and the learners of those over 65. However the adult learners aged over 65 showed the largest drop in delayed test of the reading comprehension. Based on these results, it is necessary to develop teaching method for adult learners in consideration of their characters and weak points.

A Structural Analysis of Learner on Adult Female Learners' Learning Outcome (성인여성학습자의 학습성과에 대한 구조분석)

  • Jang, Eun Sook
    • 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.

A Structural Analysis of Factors Affecting Adult Learners' Learning Outcomes at the University Lifelong Educational Institutions (대학평생교육원 성인학습자의 학습성과 영향요인 구조분석)

  • Bang, Hee-Bong
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.11
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    • pp.7474-7484
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    • 2015
  • This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

The Guessing Model Revisited: A Case Study of a Korean Young Learner

  • Yim, Su Yon
    • English Language & Literature Teaching
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    • v.17 no.3
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    • pp.273-290
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    • 2011
  • This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

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Recasts, Learner Uptake, and Intake in EFL Classrooms

  • Kim, Ji Hyun
    • English Language & Literature Teaching
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    • v.18 no.2
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    • pp.107-124
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    • 2012
  • The current research dealt with two areas which have been at the center of attention in the field of second language acquisition (SLA): recasts and intake. Although these two are continuously discussed in many studies, not enough research has addressed how they are related. Hence, the current research sought to identify the relationship between learner intake of language forms delivered in the form of recasts in adult EFL classrooms and learner immediate responses to recasts (i.e., uptake). The data were collected from 11 classrooms. A total of 221 recast episodes were observed and learners' responses to recasts were analyzed. On the basis of the recast episodes, multiple-choice recognition tests were developed and administrated to measure learner intake of the linguistic forms targeted by recasts. The study found that a half of recasts brought about learner intake. In addition, the learners responded to recasts in many different ways and their ways of responding were closely related to their intake of linguistic forms targeted by recasts.

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Mediating Effect of Ego-Resilience in the Relationship between Social Capital and Safety Awareness·Safety Pursuit Behavior of Adult Learner : Focusing on Changwon City (성인학습자의 사회적 자본과 안전의식·안전추구행동과의 관계에서 자아탄력성의 매개효과 : 창원지역 중심으로)

  • PARK, Sin-Young;EO, Yong-Sook
    • 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.

Investigation of Learner Recognition to Introduction of Mobile Learning: A Study Targeting Officers at the Ministry of Health and Welfare in Korea

  • Jin, Sunmi;Hyun, Seunghye
    • International Journal of Contents
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    • v.10 no.3
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    • pp.26-34
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    • 2014
  • Mobile learning is a practical learning method for busy adult learners because the mobility of digital devices can overcome the drawbacks of e-learning. However, research is strongly lacking in the theoretical exploration of mobile learning effects and functions and its empirical research. Moreover, the research of learning characteristics and learners' requirements must be considered before applying and disseminating mobile learning into the educational field. To address this shortcoming, this study conducted an online survey with 1,542 officers of the Ministry of Health and Welfare Affairs (MHWA) regarding learner recognition to mobile learning. The analysis of learners' attitudes toward mobile learning, based on age and position, indicated that subordinate workers appeared to place more value on mobile learning. Many participants preferred mobile learning because of its mobility and the effectiveness of anywhere and anytime. However, some participants continue to misunderstand mobile learning and its necessity. Therefore, consideration of learning effectiveness, the form of the content, and learner-centered learning must be reviewed in advance. This study could lead to practical implications of mobile learning.