• Title/Summary/Keyword: Adult Learner

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A Study on Development of the Core Dynamic Scale for Adult Learner (성인학습자의 자기인식을 위한 코어 다이내믹 측정도구 개발)

  • JEONG, Paul-Jinwoo;PARK, Hyeon-Suk;KIM, Jae-Hyun;KIM, Hee-Dong;KANG, Chang-Soo
    • Journal of Fisheries and Marine Sciences Education
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    • v.27 no.4
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    • pp.1099-1108
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    • 2015
  • The purpose of this study is to develop a feasible and reliable tool to diagnose human's core dynamic. For this, 40 questions were developed based on literature analysis and interviews and through Delphi survey and validity and reliability analysis, an investigation tool comprised of 30 questions in 8 areas were developed finally. The investigation tool developed in this study can be utilized in measuring the obstacles and negativity that obstruct changes in individuals and in particular, it is expected to be useful in discovering obstacles that obstruct the development of members in actual organizations and resolving them. Moreover, this investigation tool can also be utilized in coaching organizations and individuals, mentoring and consultation.

Strategies of Storytelling Based Teaching of English Speaking for Novice High Learners (초급 상 수준을 위한 스토리텔링 중심의 영어 말하기 교수 전략)

  • Ko, Mi-Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.5
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    • pp.3172-3179
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    • 2015
  • This study suggests one of English teaching methods to improve English speaking proficiency for adult English learners. Contrary to the traditional English conversation teaching trends such as memorization of specific patterns or grammar-focused practices, the study introduces a storytelling based teaching of English speaking. To theoretically support the storytelling based English speaking teaching, the study investigates the possibility of the teaching method in three ways. First, the 12 speaking strategies focusing on contents of a story are introduced in the way of securing speech amounts as much as possible. Next, the five rhetoric components by Aristotle are introduced to relate to the storytelling teaching for the purpose of achieving the goal of speaking, which is to deliver what a speaker want to say more persuasively. Finally, through the investigation of the learner strategy uses, the possibility of storytelling English speaking teaching can be expected regardless of learners' low level of English proficiency.

The Women Leadership Education: Educational Experience, Exploration about their Characteristics - On the women learner at the P center in Busan (여성리더십교육: 교육적 경험, 그 특성에 관한 탐색 - 부산지역 P기관의 여성 학습자들을 중심으로 -)

  • Oh, Kyoung-Hee;Park, Sin-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.3
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    • pp.355-367
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    • 2012
  • This paper focuses on understanding what kind of experience the women leadership education can provide for adult learners and how the learners grasp a characteristic of a women leader. For this, the research interviewed learner who complete the women leadership course at the P center in Busan. To this end, it is discussed in two sides. One side is about educational experience, the other side is about leadership. In the aspect of former approach, the leadership education shows the characteristic which is much closer to the meaning of the education itself rather than that of leadership. It not only put much emphasize on the recovery to the self but also shows the relation-oriented characteristic like building up social net-work. In the aspect of the latter, by connecting the woman and leader, women expects they wish to be a 'trustful leader'. For them, 'trustful leader' is the true leader. In addition it also means 'charismatic leader', 'servant leader', 'the leader with member to growth' and 'the leader with a rational and reasonable'. Although women acknowledge that women leader's authority and power is important for the realization of the real equality of women, at the same time, however, they worry about the possibility that this leader become a kind of a 'power-oriented leader' which causes conflict and suppress the weaker. This study argues that we need to concentrate more on the new perspective which focuses on the sharing and bordering occurred in inner gender rather than the former approach which focuses on the difference between genders.

A Study on the Application of Curriculum for Strengthening SWP for Adult Learners

  • Cho, Woo-Hong
    • Journal of the Korea Society of Computer and Information
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    • v.26 no.2
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    • pp.193-199
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    • 2021
  • The purpose of this study was to apply a teaching method that fits the characteristics of learners through the improvement and application of subjects for reinforcing SWP, and to seek ways to strengthen field practice. As a result of the study, first, as a method of applying learner motivation, it is necessary to conduct discussions by inviting practitioners in the field, and to watch the progress of projects by type of social welfare site. Second, as a way to participate in learners, it is necessary to analyze excellent proposals, participate in events held at welfare sites, present various dilemma cases in the field, and try to overcome ethical dilemmas by sharing cases overcoming dilemma, and to make efforts to list practical skills required in social welfare field practice. Third, it is necessary to apply such methods as phone calls, e-campus, Kakao Talk, Zoom, and counseling techniques that are conducted in the case management process as a way to apply interaction, and discuss issues that are important in the welfare field.

An Exploratory Research of Structural Relationship between Importance, Satisfaction and Recommendation Intention for University Lifelong Education Perceived by Adult Learners (성인학습자의 대학평생교육 운영요인 만족도와 대학평생교육 만족도, 추천의도 간 관계 연구)

  • Ahn, Hyun-Yong
    • The Journal of the Korea Contents Association
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    • v.20 no.7
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    • pp.438-450
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    • 2020
  • This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

A Survey Study on the Learner's Recognition about the Descending Life Lines for the Fire Emergency Escaping Purpose (소방용 완강기에 대한 학습자의 인식 조사 연구)

  • Lee, Wonjoo;Lee, Chang-Seop
    • Fire Science and Engineering
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    • v.32 no.2
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    • pp.73-81
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    • 2018
  • The purpose of this study is to survey the learner's recognition about the descending life lines for the fire emergency escaping purpose (DLL-FEEP). For that, we surveyed 307 adult males and females in Chungcheongnam-do, Daejeon metropolitan city, and Sejong metropolitan autonomous city. The surveyed data was statistically analyzed by SPSS 20.0 win program. In the results, 72.64% research participates have received a fire safety education. However, among them, 39.46% research participates have received a fire safety education without the contents of the DLL-FEEP. The style of the education for the DLL-FEEP is mainly the instructor-led training which is 79.26%. The 81.43% research participates have never used a DLL-FEEP. Based on the results in this study, the political proposal based on these results was as follows. We think that the expansion of the educational contents for the DLL-FEEP need in the fire safety education. We believe that results of this paper will help to serve as a basis for the efficient fire safety education with adults.

An analysis of the mobile learning usages of adult learners and the effects of their perceptions of mobile learning to their learning achievements in a cyber-university (사이버대학 성인학습자의 모바일러닝 활용실태 분석 및 학업성취도에 대한 모바일러닝 관련 인식의 영향 탐색)

  • Lee, Euikil
    • The Journal of Korean Association of Computer Education
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    • v.17 no.3
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    • pp.65-74
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    • 2014
  • The purposes of this study were to analyze the mobile learning usages of adult learners and how their perceptions of the mobile learning affects their learning achievements in a cyber-university. 1,118 online adult learners who enrolled in a cyber-university in Korea were involved in this study and the data for their demographic information, mobile learning usages, the perceptions of mobile learning(self-efficacy for mobile learning, perceived ease of use, perceived usefulness, and learning satisfaction) and the learning achievement were collected. The main findings of this study were as follows. First, the subjects in this study showed higher participation rates in the mobile learning with recently introduced mobile devices compared to the results of previous studies. They also showed the need of more learning materials and video streamed lectures. Second, the higher-aged subjects showed relatively higher levels of perception of mobile learning compared to the lower-aged group. Third, the effects of the subjects' perceptions of mobile learning to their learning achievement seem to be limited. It was recommended to enhance the quality of the mobile learning especially considering the relationships between the perceived usefulness and the learning achievement.

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A Phenomenological Understanding of Educational Motives of Higher-Educated Adult Learners (고학력 성인학습자 교육동기의 현상학적 이해)

  • Bae, Na-Rae
    • 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.

Development and Evaluation of an 'Activity and Rest' Integrated Course (혼합학습형태의 『활동과휴식』 통합교과목 개발 및 적용)

  • Oh, Eui Gum;Hwang, Seon Young;Lee, Jae Eun;Song, Eun Kyeung;Kim, Min Jeong
    • Korean Journal of Adult Nursing
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    • v.19 no.4
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    • pp.624-633
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    • 2007
  • Purpose: This study was conducted to develop an integrated undergraduate course including a PBL based on a blended learning strategy, and evaluate learners' responses. Methods: The learning contents of cardiovascular, respiratory, and musculoskeletal medical systems, and nursing diagnoses of 'activity and rest' domain (NANADA's classification II, 2005) were analyzed. Six clinical scenarios with the clients in different life cycles were developed for PBL. Classical lecture and group presentation with on-line self learning were implemented in addition to PBL. The developed course was implemented on 84 junior nursing students in a university for 7 weeks with 5 hours per day, two days per week. Students were asked to complete structured questionnaires including problem solving, critical thinking, and nursing diagnosis differentiation abilities. Results: Learner's evaluation was positive in problem solving skills and in the differentiation ability of nursing diagnoses relevant to an 'activity and rest' functional health pattern. Conclusion: Development and implementation of integrated courses based on a blended learning method need to be continued to enhance students' thinking and self-directed learning abilities. Supporting strategies for individual learners should be added for successful blended learning such as individual on-line feedback and consideration of individual learning outcomes.

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Interaction and Flow as the Antecedents of e-Learner Satisfaction (이러닝 만족도 영향요인으로서의 상호작용과 몰입)

  • Moon, Chul-Woo;Kim, Jae-Hyoun
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.63-72
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    • 2011
  • Satisfactory e-learning experience of working part-time adult students is a truly dynamic and multidimensional process that reflects learning needs and abilities. Special attention is given to understanding the role of student-to-faculty interaction, student-to-student interaction, e-learning content and course structure, flow, periodic off-line class meetings and synchronous Q&A sessions. Survey questions were developed and distributed to adult graduate students. Some of them were asked to complete the questions with the most interesting subjects or classes in their mind, and others with the most difficult subjects in their mind. The structural model for each group was tested. The values of path coefficients corresponding to the group with the difficult subjects turn out to be higher for the following paths; a) interaction among professors and students and satisfaction, b) contents quality and flow, c) Q&A and interaction among professors and students, d) Q&A and interaction among students. For the other paths such as interaction among students and satisfaction, contents structure and flow, the coefficient values corresponding to the group with the interesting subjects are higher. Some implications for e-learning design were provided as well.

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