• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.897-907
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• 2023

The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

• 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 Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.547-554
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• 2019

Havruta is the best teaching and learning method for developing the process of thinking, and it is a method of education centered on a range of student activities. This study examined the effects of adult learning nursing education using the Havruta learning method on the critical thinking disposition, learning commitment, and learning satisfaction. Data collection was carried out from September to December, 2017 in 96 second grade nursing college students attending a university in U city. The data were analyzed using descriptive statistics, ${\chi}^2-test$, t-test, and two-way repeated ANOVA using the SPSS WIN 23.0 program. The critical thinking disposition, learning commitment, and learning satisfaction were similar in the experimental group, who performed the adult nursing education using the Havruta learning method, and the control group. On the other hand, after the adult nursing education using the Havruta learning method, the critical thinking tendency (md=.14, p=.045), learning commitment (md=.27, p=.025), learning satisfaction (md=.30, p=.031) increased significantly. Therefore, adult nursing education using the Havruta learning method is an effective program to improve the critical thinking disposition, learning commitment, and learning satisfaction of nursing college students.

• Korean Journal of Adult Nursing
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• v.12 no.3
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• pp.418-430
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• 2000

Nurses in today's challenging health care settings need to be skilled critical thinkers and clinical experts. The nurse must be able to use a broad knowledge base to mobilize resources, coordinate actions and evaluate outcomes in complex new situations. So the national licensing examination for registered nurses is change to improve the quality of professional competency of nurses in Korea. Prior to this, learning objectives should be developed and improved periodically. The purpose of this study is to describe the nursing competency to provide base line data for developing learning objectives in adult health nursing. This study was conducted by means of a questionnaire which was developed by the researcher after reviewing the literature. The questionnaire was based on learning objectives which were developed by a nation-wide nursing faculty majoring in adult health nursing. The subjects were 45 nurses in a middle level hospital. The collected data were treated using SPSS Win 7.5 Statistical Package so as to obtain such descriptive statistics as mean score, frequency, and to test reliability test, nonpar-Friedman test. To summarize the major findings in this study, it showed the scope of nursing competency and can guide the direction of study and methodological criteria to develop learning objectives. Recommendations for further research are: firstly, it is necessary to state learning objectives with learners' behavioral terminology; secondly, to overcome locality in scope of this study, there is a need to analyze with nation-wide sampling by an in-depth statistical analysis; thirdly, because the subjects of this study are mostly three-year graduate nurses, there is a need to compare this study with other studies of different subjects.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.519-536
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• 2018

This study is intended to develop a numeracy program for late-adult learners. For this study, firstly, characteristics of numeracy were analyzed and based on those characteristics, numeracy learning contents for late-adult learners were selected. Also, teaching and learning materials were developed by linking the mathematics contents selected to experience-based real lives of late-adult learners. When this numeracy program was applied to late-adult learners, it was observed that there was a change in the affective domain like interest at the early stage of learning and that as learning continued, mathematical elaboration occurred by way of mathematical formalization. In conclusion, this study has significance by re-defining arithmetic for late-adults from a perspective of numeracy, based on experience of late-adults, and making a contribution to mathematical elaboration of late-adult learners so non-formal problem-solving processes of lat-adult learners can be justified as elaborate mathematical problem-solving.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.579-589
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• 2016

This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

• Korean Journal of Adult Nursing
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• v.16 no.4
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• pp.636-647
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• 2004

Purpose: This study aimed at developing the problem-based learning packages on the respiratory and cardiac system of an adult-health nursing course, and to examine the effect of PBL on the knowledge, learning attitude and motivation in nursing students. Method: A total of 7 PBL packages were developed through the analysis of learning contents and integration of concepts. Clinical scenarios used in 7 PBL packages were selected and composed at a respiratory and a cardiovascular unit, a medical ICU and a chest-surgery unit of C university hospital in G-city. The PBL method was implemented 3 hours a week for 12 weeks to 35 students of an experimental group, and the conventional lecture was implemented to 38 students at C college of C province from Sept. to Dec. 2002. A pretest-posttest experimental design was used. Result: The PBL students (n=35) scored significantly higher knowledge than conventional students (n=38) in the area of problem solving (t=3.418, p=. 001). But, there is no significant difference in the memory-dependent knowledge. Also, The level of learning attitude (t=3.570, p=. 001) and learning motivation (t=3.446. p=. 001) was significantly higher in PBL students. Conclusion: PBL method appears to be effective in improving nursing students' problem-solving knowledge and positive learning attitude and motivation.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.389-403
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• 2019

This study has a purpose, that investigating influence of learning characteristic, lifelong learning participation motive, and wisdom that adult has at learning outcome and whether it has mediating effect of wisdom at influence that learning characteristic and lifelong learning participation motive have. For this, the subjects of the study was 425 adult learners from 20 to 69 years old who participated or are participating at Seoul, Incheon, and Gyeonggi-do. The results of this study are as in the following. At first, as a result of investigating relationship between learning characteristic, lifelong learning participation motive, wisdom, and learning outcome, the correlation coefficient of all variables appeared meaningfully. Second, as a result of investigating influence that learning characteristic, lifelong learning participation motive, and wisdom have in learning outcome, the most influential variable was learning value, the rest were cognitive capability, activity direction motive, learning direction motive and positive life attitude in this order. The third, as a result of investigating mediation effect of wisdom at influence that learning characteristic and lifelong learning participation motive have in learning outcome, Wisdom at the influence that learning characteristic have on learning outcome had completely mediated effect, and the wisdom at the influence that lifelong participation motive have on learning outcome had partially mediated effect. Thus, it was shown up that adult's learning characteristic and lifelong learning participation motive are able to increase effectively learning outcome by mediating wisdom. Therefore it is implying that it is essential to consider learning characteristic and lifelong learning participation motive in lifelong education field, and learning circumstance related with wisdom is important, as wisdom is important variable for increasing learning outcome.

• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.46-61
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• 1995

The purpose of this study was to identify the degree of learning desire in the health education of military drill curriculum and to furnish basic data for the effective health education at high school. A total of 594 high school students were participated in the questionnaires and the 12 domains & the 55 questions were utilized for this study. The survey was conducted from March 15 to March 27, 1993 and the collected date were analized by T-test and F-test. The results of this study are as followings : 1. In the 12 domains, respondents indicated high degree of learning desire in 'human & sex', 'nutrition' and 'disease of adult' in that order. However 'accident & disaster', 'transport & management' and 'nursing' were not highly ranked. 2. In the 55 questions, respondents showed high degree of learning desire in 'artificial respiration' & 'cardiopulmonary resuscitation', 'precautionary of adult disease' and 'sex & sex moral' in that order, but low degree of learning desire in 'the management of many wounded persons' and the 'synopsis of nursing'. 3. Comparing the degree of learning desire by grade, the 1st, the 3rd and the End grade were ranked in that order. The 1st and 3rd graders showed higher degree of learning desire in 'human & sex', and the 2nd graders in 'nutrition'. 4. Also, female students showed higher degree of learning desire than male students in general. Female students indicated it in 'nutrition', 'human & sex' and 'adult disease' in that order while male students in 'human & sex', 'adult disease' and 'nutrition' in that order. 5. The academic high school students showed higher degree of learning desire than the vocational high school students. 'Human & sex' was highest ranked at both academic and vocational high school students.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.510-525
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• 2013

The purpose of this study is to investigate adult learners' experience by studying Humanities & General Education and get to know types and characteristics by classifying their learning experiences. This study uses grounded theory method which is suitable to investigate subjective experiences. In this study, data is collected from 13 adult learners by using Focus Group Interview(FGI) who participate in learning experience of Humanities & General Education of D university in Busan region. The data is categorized by open coding, axial coding and selective coding based on data analysis method of grounded theory and analysis processes. This study provides several outcomes as follows: 113 concepts, 38 subcategories and 16 upper categories are derived through the process of abbreviation and categorization of learning experience of Humanities & General Education. In a process of learning experience, this study shows interrelationship in a frame of paradigm and derives results of a process of abbreviation and categorization casual condition, contextual condition, phenomenon and interaction(help/obstruction factor). Tree types of learning experiences and characteristics are drawn as follows: 1) "Self-realization" is the type who participate in Humanities & General Education with desire of learning and they want to find identity and plan detailed future. 2) "The pursuit of happiness" has less desire on learning than "self-realization" and they are types who participate in Humanities & General Education because of someone else's help and suggestion. 3) "Local community" is the type who participate in Humanities & General Education because they feel necessity of social role and they expect local development based on their interest in local community. Several conclusions and suggestions are provided for further studies.