Earticle

본 연구의 목적은 에니어그램 학습경험자들이 중년기의 자신의 발달과업을 달성해 가는 과정에서 에니어그램의 학습경험을 어떻게 활용하는지 탐색하고자 하였다. 이를 통해 심리학적 성격특성 도구로서 중년기 발달과업 달성에 도움이 되는 프로그램으로의 실천적 방향을 모색하고, 중년기에 자신의 문제를 지속적 해결해 나가는데 주체성을 확보하고 유지증진 하는데 필요한 학습경험의 활용에 대한 의미를 제시하는 데 있다. 본 연구는 중년기에 해당하는 40~60세로 H연구소에서 에니어그램 전문가과정을 이수한 학습경험자를 중심으로 심층면담을 통해 진행하였다. 수집된 자료는 Strauss & Corbin(2008)의 근거이론 분석 절차에 따라 개방코딩-축코딩-선택코딩 순서에 따라 진행하고 분석 내용을 제시하였다. 본 논문의 연구 결과는 다음과 같다.개방코딩을 실시한 결과 335개의 개념이 도출되었으며, 유사 개념들을 묶어서 54개로 하위 범주화하였고, 공통적인 의미를 드러내거나 방향성이 같은 내용을 상위범주로 하여 25개로 도출하였다. 25개의 상위범주를 패러다임 모형을 통해 재배열하는 과정에서 드러난 중심현상은 ‘자기이해를 도와준 에니어그램’이었다. 이러한 중심현상의 인과적 조건들은 ‘자아정체성 혼란’, ‘새로운 도전 의욕’, ‘가정밖에서도 가치 있고 싶은 나’, ‘에니어그램 학습 동기’로 구성되었다. 이러한 중심현상의 맥락적 조건들은 ‘흔들리는 경제 입지’, ‘한계에 부딪힌 직장생활’로 구성되었다. 또한 중재적 조건들로는 ‘체감되는 노화’, ‘가치관의 변화’, ‘어려워진 가족관계’, ‘부모부양의 어려움’, ‘에니어그램 학습 공유하기’, ‘에니어그램 학습 지속하기’, ‘같이할 때 성장하는 학습’으로 드러났다. 이들에게서 나타난 작용/상호작용 전략들은 ‘객관적으로 시각 갖고자 노력하기’, ‘일상생활에서 에니어그램 활용하기’, ‘진정성 있게 반성하기’, ‘있는 그대로 타인 수용하기’, ‘긍정적으로 소통하기’, ‘에니어그램을 활용하여 문제 해결하기’가 도출되었다. 이러한 과정을 거쳐 나타난 결과들은 ‘긍정적으로 변한 나’, ‘나의 변화에서 시작한 관계의 변화’, ‘에니어그램 활용으로 향상된 직업역량’, ‘학습 즐기기’의 상위범주가 상정되었다. 이를 통해 본 연구의 핵심범주는 “자기이해를 주축으로 중년기 발달과업을 달성하는데 지속적 성장과 변화에 활용되는 에니어그램”으로 나타났다. 이와 같은 핵심범주를 중심으로 에니어그램 학습경험자의 중년기 발달과업 달성과정에 대해 분석한 결과 ‘자아성장형’, ‘관계회복형’, ‘직업활용형’, ‘지속학습형’의 네 가지 유형을 도출하였다.이상에서 얻은 결과를 통해 중년기 발달과업 달성과정에서 에니어그램 활용을 통하여 지속적 문제해결에 주체성을 확보하고 유지 증진하는데 에니어그램 학습경험의 의미를 제시하였다.

This study aims to explore people’s use of their Enneagram learning experience in the process of achieving their development tasks in their middle age. The study intends to find practical directions by using a program that helps achieve middle-age development tasks as a tool for psychological personality characteristics. It also attempts to put forth the meaning of the use of learning experiences necessary to secure and maintain self-reliance in actively and continuously solving one’s problems in middle age. The participants of this study comprised people aged between 40 and 60 years who completed the Enneagram expert course offered at the H Research Institute. The data collection period was from August to November 2021. Data were collected through in-depth interviews. For the participants, eight categories were derived as developmental tasks to be solved or achieved in middle age, and it was found that the Enneagram learning experience had a significant impact on this. The data collected through in-depth interviews were analyzed in accordance with Strauss and Corbin’s (2008) procedures for analyzing evidence theory. The analysis procedure was conducted in the order of open axial and selective coding, and the analyzed contents were presented. The results of this study are given as follows.As a result of open coding, 335 concepts were derived; similar concepts were grouped and sub-categorized into 54, and 25 concepts were derived “with common meanings or contents with the same direction as the upper category”. The central phenomenon revealed in the process of rearranging the 25 top categories through the paradigm model was “the Enneagram that helped self-understanding”. The causal conditions of this central phenomenon comprised “self-identity confusion”, “motivation for new challenges”, “myself who wants to be valuable outside home” and “the Enneagram learning motivation”. The contextual conditions of this central phenomenon comprised “shaken and unstable financial position” and “work life facing limitations”. Additionally, interventional conditions were “feeling aging”, “value changes”, “difficult family relationships”, “difficulties in supporting parents”, “sharing the Enneagram learning”, “continuing the Enneagram learning” and “learning and growing when together”. Their action/interaction strategies were derived from “effort to view things objectively”. “using the Enneagram in daily life”, “reflecting sincerely”, “accepting others as they are”, “communicating positively” and “solving problems using the Enneagram”. The results that appeared through this process were assumed to be the top categories of “positively changed me”, “changes in relationships that started with changes in me”. “improved job competency through the use of the Enneagram” and “enjoying learning”.Through this, the core category of this study was found to be “the Enneagram used for continuous growth and change in achieving middle-age development tasks centered on self-understanding” Focusing on these core categories, the following four types were derived as a result of the analysis on the process of those who experienced the Enneagram to achieve their middle-age development tasks: “self-growth type”, “relation recovery type”, “work utilization type” and “continuous learning type”.Based on the above results, this study proposed the significance of the Enneagram learning experience. It contributed to securing and maintaining self-reliance in continuous problem-solving through the Enneagram program for completing middle-age development tasks.

This paper will explore the problem of domestic violence in the UK. It will begin by defining the problem and then set out estimates of the extent of the problem, while also examining the problems that are involved in measurement. It will then examine the policing strategies that have been put in place to tackle this problem, such as intelligence gathering, effective investigations, and risk management techniques. The paper will also highlight the importance of multi-agency involvement when dealing with domestic violence and the wide range of orders that have been created in order to help deal with this problem.

Experience API provides a learner-centered model for learning data collection and learning process recording. In particular, it can record learning data from multiple data sources. Therefore, Experience API provides very good support for ubiquitous learning. In this paper, we put forward the architecture of ubiquitous learning system and the method of reading the learning record from the ubiquitous learning system. We analyze students' learning behavior from two aspects: horizontal and vertical, and give the analysis results. The system can provide personalized suggestions for learners according to the results of learning analysis. According to the feedback from learners, we can see that this u-learning system can greatly improve learning interest and quality of learners.

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.

In this paper, we propose a soft actor?critic (SAC) algorithm with hindsight experience replay (HER), called SACHER, which is a class of deep reinforcement learning (DRL) algorithm. SAC is an off-policy model-free DRL algorithm that outperforms earlier DRL algorithms in terms of exploration and robustness. However, in SAC, maximizing the entropy-augmented objective degrades the optimality of learning outcomes. We propose SACHER to improve the learning performance of SAC. We apply SACHER to the path planning and collision avoidance control of unmanned aerial vehicles (UAVs). We demonstrate the effectiveness of SACHER in terms of the success rate, learning speed, and collision avoidance performance of UAV operation.

Although field experience learning such as school trips is emphasized at the school site through the 2015 revised curriculum, it often ends with customary events due to problems such as safety issues. Accordingly, this study attempted to explore alternatives to that. A lot of accidents, such as the Sewol ferry accident in 2014, occurred during the field experience study operation. Therefore, by analyzing the “Safe and Educational Operation Manual of Field Experience Learning such as School Trips” of the Sejong City Office of Education, we explored student safety measures that ensure the safety of field experience learning. As a result, in order to ensure the safety of field-experience learning, it is necessary to additionally allocate experts in charge of experiential learning to the (South and North) School Support Center to perform school support work. Also, field experience learning should be operated in a small-scale and tema-type to proceed safely and educationally. Finally, local governments and 17 provincial superintendents' councils should work together to develop and disseminate field experience learning programs.

목적: 헤어커트 헤어커트 서비스러닝 교과목 수강생 46명을 대상으로 서비스러닝 학습경험이 학습만족도와 취업준비행동에 미치 는 영향을 분석하고자 한다. 방법: 수강생 46명을 대상으로 일반적 특성, 헤어커트 서비스러닝 학습경험, 학습만족도, 취업준비행 동 총 31문항으로 구성하여 설문하였으며, 수집된 자료는 SPSS 25.0 통계 프로그램을 사용하여 분석하였다. 결과: 기술통계 분석 결과 헤어커트 서비스러닝 학습경험은 평균 4.49점, 학습만족도는 평균 4.43점, 취업준비행동은 하위요인별‘자 기계발활동’이 평균 4.14점, ‘정보수집활동’이 평균 4.09점 순으로 나타났다. 상관관계 분석결과, 헤어커트 서비스러닝 학습경험은 학습만족도와 통계 적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났고(p<0.001), 취업준비행동의 하위요인별 자기계발활동, 정보수집활동과 도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 또한 학습만족도는 취업준비행동의 하위요인별 자기 계발활동, 정보수집활동과도 통계적으로 유의미한 정(+)의 상관관계가 있는 것으로 나타났다(p<0.05). 연구가설을 검증한 결과, 헤 어커트 서비스러닝 학습경험이 높을수록 학습만족도도 높아지는 것으로 볼 수 있다. 헤어커트 서비스러닝 학습경험이 높을수록 취 업준비행동의 하위요인인 자기계발활동, 정보수집활동도 높아지는 것으로 볼 수 있다. 학습만족도가 높을수록 취업준비행동의 하 위요인인 자기계발활동, 정부수집활동도 높아지는 것으로 볼 수 있다. 결론: 헤어커트 서비스러닝 교과목의 학습경험이 높을수록 학습만족도도 높아지며, 취업준비행동도 높아지고, 학습만족도가 높을수록 취업준비행동도 높아지는 것으로 확인되어 다양한 전공 영역 교과목에서 서비스러닝 개발하여 적용될 필요가 확인되었다.

Purpose: This study analyzes the impact of service-learning experience on learning satisfaction and employment preparation behavior of students enrolled in a haircut service-learning course. Methods: Participants included 46 students who were surveyed with 31 questions on general characteristics, haircut service-learning experience, learning satisfaction, and employment preparation behavior. The collected data were analyzed using the SPSS 25.0 statistical program. Results: According to the descriptive statistics analysis, the average score of haircut service-learning experience was 4.49, the average score of learning satisfaction was 4.43, and the average score of employment preparation behavior for each subfactor was 4.14 for “self-development activities” and 4.09 for “information gathering activities”. Correlation analysis results showed that haircut service-learning experience had a statistically significant positive (+) correlation with learning satisfaction (p<0.001), and a statistically significant positive (+) correlation with self-development activities and information gathering activities as sub-factors of employment preparation behavior (p<0.05). Furthermore, learning satisfaction was found to have a statistically significant positive (+) correlation with self-development activities and information gathering activities as subfactors of employment preparation behavior (p <0.05). The verification of the hypothesis showed that the higher the haircut service-learning experience, the higher the learning satisfaction, and the higher the self-development activities and information gathering activities, which are the subfactors of employment preparation behavior. Conclusion: It was confirmed that the higher the learning experience of a haircut service-learning course, the higher the learning satisfaction, and the higher the employment preparation behavior, and the higher the learning satisfaction, the higher the employment preparation behavior. Thus, it is necessary to develop and apply service-learning in various major areas.

目的: 本研究分析服务学习经历对参加理发服务学习课程的学生的学习满意度和就业准备行为的影响。方法: 以 46名学生为研究对象，进行31个问卷调查，内容涵盖一般特征、理发服务学习经历、学习满意度、就业准备行 为等，并使用SPSS 25.0统计软件对收集到的数据进行分析。结果: 描述性统计分析显示，理发服务学习经历的 平均得分为4.49，学习满意度的平均得分为4.43，就业准备行为各子因素的平均得分分别为“自我发展活动”4.14 和“信息收集活动”4.09。相关性分析结果显示，理发服务学习经历与学习满意度呈显著正相关(p <0.001)，与就 业准备行为子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。此外，学习满意度与就业准备行为 子因素“自我发展活动”和“信息收集活动”呈显著正相关(p <0.05)。假设验证表明，理发服务学习经历越高，学习 满意度越高，就业准备行为子因素“自我发展活动”和“信息收集活动”的参与度也越高。结论: 证实了理发服务学 习课程的学习经历越高，学习满意度越高，就业准备行为也越高。学习满意度越高，就业准备行为也越高。因 此，有必要在各专业领域开展和应用服务学习。

This study explores the impact of a modified cooperative learning application on the communication skills and learning experiences of nursing students within a health statistics course. A mixed-method approach was employed, involving 39 nursing students who participated in a 10-week modified cooperative learning module integrated with both theoretical and practical sessions of the health statistics curriculum. Quantitative measures were used to assess changes in communication skills, while qualitative feedback was collected to analyze students' learning experiences. Results demonstrated a significant improvement in communication skills post-intervention (from 3.71±0.42 to 4.03±0.48, p < .001). Qualitative analysis highlighted enhanced student engagement and cooperation through active participation and interactions. The findings suggest that modified cooperative learning can effectively enhance communication skills and provide a positive learning experience, supporting its potential as an alternative teaching strategy in nursing education.

목적: 본 연구는 사이버대학 성인 뷰티 전공자의 디지털 전환 인식과 뷰티 앱 학습 경험이 대학 만족 및 학습몰입에 미치는 영향을 분석하고, 그 과정에서 뷰티 앱 학습 경험과 대학 만족의 매개 역할을 검증하고자 한다. 방법: 사이버대학 성인 학습자 161명을 대 상으로 설문조사를 실시하였으며, SPSS 21.0을 활용하여 요인분석, 신뢰도 분석, 상관분석, 회귀분석 및 부트스트래핑 기반 매개효 과 분석을 수행하였다. 결과: 분석 결과, 연령대에 따른 주요 변수의 차이는 통계적으로 유의하지 않았으나, 디지털 전환 인식은 뷰 티 앱 학습 경험, 대학 만족, 학습몰입에 모두 유의한 정(+)의 영향을 미쳤다. 매개효과 검증 결과, 디지털 전환 인식은 학습몰입에 직접적인 영향을 미치는 동시에 뷰티 앱 학습 경험과 대학 만족을 통해 간접적으로도 영향을 미치는 부분 매개 구조를 보였다. 특히 뷰티 앱 학습 경험의 매개효과가 대학 만족보다 상대적으로 크게 나타났다. 결론: 본 연구는 사이버대학 환경에서 학습몰입이 제도 적 만족보다는 실제적인 디지털 학습 도구의 질과 활용 경험에 의해 보다 직접적으로 형성됨을 시사한다. 따라서 성인뷰티 학습자 의 학습몰입을 증진을 위해서는 디지털 전환 인식 제고와 더불어 전공 특성을 반영한 실천적 디지털 학습 도구 설계 및 활용 경험의 질적 강화가 선행되어야 한다.

Purpose: This study examined how digital transformation perception and beauty app learning experiences among adult beauty majors at cyber universities affect their university satisfaction and learning experiences. It also investigated how beauty app learning experiences and university satisfaction mediate the relation between digital transformation perception and learning engagement. Methods: A survey was administered to 161 adult learners at a cyber university, and the collected data underwent exploratory factor analysis, reliability analysis, correlation analysis, regression analysis, and bootstrapping-based mediation analysis via SPSS version 21.0. Results: No statistically significant differences across age groups were observed in the major variables, while digital transformation perception had a significant positive effect on beauty app learning experiences, university satisfaction, and learning experiences. Mediation analysis results showed a partial mediation structure in which digital transformation perception had a direct and indirect influence on learning flow through beauty app learning experiences and university satisfaction. Notably, the mediating effect of beauty app learning experiences was comparatively larger than that of university satisfaction. Conclusion: In a cyber university environment, to enhance learning flow among adult beauty learners, stakeholders must raise awareness of digital transformation perception and improve the design and qualitative experience of practical digital learning tools that reflect beauty majors’ individual characteristics.

目的: 探讨网络大学成年美容专业学生对数字化转型的认知以及美妆应用学习经历如何影响其大学满意度和学习 投入。此外，本研究还探讨了美妆应用学习经历和大学满意度如何在数字化转型认知与学习投入度之间起中介 作用。方法: 对某网络大学的161名成年学习者进行了调查，收集到的数据通过SPSS 21.0版本进行了探索性因 子分析、信度分析、相关分析、回归分析和基于引导法的中介分析。结果: 主要变量在不同年龄组间未观察到 统计学意义上的显著差异，而数字化转型感知对美妆应用学习体验、大学满意度和学习投入均有显著的正向影 响。 中介效应验证结果显示，存在部分中介结构，其中数字化转型的感知直接影响学习投入，同时通过美妆应 用学习体验和大学满意度间接影响学习投入。值得注意的是，美妆应用学习体验的中介效应明显大于大学满意 度的中介效应。结论: 在网络大学环境中，为了增强成人美容学习者的学习体验，利益相关者必须提高对数字化 转型的认识，并改进反映美容专业学生个人特点的实用数字学习工具的设计和质量体验。

본 연구의 목적은 SMART 혁신교수법을 통해 2019년 발생한 코로나 바이러스 감염증(이하 COVID-19) 으로 인하여 달라진 교육환경에서 교수자들과 학습자들의 스마트러닝 경험과 향후 미래 역량강화를 위한 기초자료를 제공하는 데에 있다. 연구 방법은 양적연구와 질적연구를 혼합한 Mixed method로, C대학교에 재학 중인 학생들 중 본 연구의 참여에 동의한 스마트러닝 학습자 총 503명이다. 그 중 15명의 학습자와 15인의 교수자를 대상으로 질적 연구 방법인 심층 면담을 통하여 자료를 수집하였고 Colaizzi의 현상학적 연구분석방법에 근거하여 자료를 분석하였다. 본 연구결과 학습동기는 스마트러 닝 적용 후 3.18 ± 0.22에서 3.98 ± 0.22점으로 증가하였고, 통계적으로 유의미한 차이가 있었다(t = 16.28, p < .001). 스마트러닝의 경험에 대한 질적 분석결과 4개의 범주와 10개의 주제 모음, 26개의 주제가 나타났다. 본 연구의 결과를 토대로 학습자와 교수자 간 디지털 기기 사용의 격차를 줄이고 학습자의 눈높이에 맞는 맞춤형 교수학습법이 개발, 적용되어야 할 것으로 판단된다.

The purpose of this study is to provide basic data for future competency reinforcement after confirming whether instructors and learners experience smart learning and learners have core competencies such as creativity, collaboration ability and convergent thinking in the educational environment changed due to COVID-19. The research method was a Mixed method, combination of quantitative research and qualitative research. 503 students from freshmen to seniors enrolled in “C” college participated from September 01 to December 04, 2020. We analyzed the data based on Colaizzi’s phenomenological research method. We found that learning motivation increased, after applying smart learning, which is statistically significant (t=16.28, p<.001). Self-directed learning ability and self-efficacy increased from 3.21 ± 0.32 to 4.01 ± 0.22, which was also statistically significant (t+21.03, p<.001). Pessimistic thinking tendencies increased from 3.14 ± 0.21 to 3.24 ± 0.19, but there was no statistical significance (t=-.93, p=.259). As a result of qualitative analysis of the experience of smart learning, we found 10 themes and 4 theme clusters. Based on the results, we like to say that we should reduce the gap in the use of digital devices between learners and instructors.

Alumni survey research can tap users’ perspectives on an educational product and thereby provide valuable information for outcomes assessment aimed at improving the quality of educational programs. The aim of this study is to examine the differences of alumni perception of study experience in University between graduates from Fashion Design Vocational Education and Diploma Program of Fashion Design related with job readiness in fashion industry. Participants is all alumni who had graduated both from Vocational Fashion Design Education and Diploma Program of Fashion Design in Family Welfare Education Department of State University of Surabaya, Indonesia. A questionnaire and convenient sampling selected will sent via electronic media. Data analysis will use t-test

본 연구는 교육 현장에서 처하는 교사의 위기 상황 고찰에 기반하여, 예비 교사 교육 차원에서 해결 방안을 모색하기 위하여 수행했다. 이에 교원 양성 교육과정 중 생활지도 및 상담 과목 수강생들의 상담 이론 학습을 삶에 적용하여 그 경험을 탐색하는 것을 목적으로 했다. 연구는 K대학 2024년 1학기에 개설된 3개 강좌 수강생 98명의 보고서를 대상으로 현상학적 연구로 수행하였으며, Giorgi의 방법에 따라 자료를 분석했다. 연구 결과, 709개의 의미 단위와 42개의 중심의미, 12개의 드러난 주제에서 5개의 본질적 주제를 도출하였다. 본질적 주제는 ‘심리적 내적 경험의 이해’, ‘내적 변화와 자기수용’, ‘ 교사로 서의 자신감 획득’, ‘관점 전환과 확장’, ‘인간 이해와 성장’이다. 상황적 구조 진술과 일반적 구조 진술로 경험의 구조를 제시했다. 자기 성찰과 인간 이해 및 역할 인식에 따른 정체성의 변화, 지도의 자신감 등을 중심으로 연구 결과를 논의하고 제언했다.

This study aimed to explore the experiences of students in guidance and counseling courses within teacher training programs, applying counseling theory to their lives, based on an examination of the crisis situations faced by teachers in educational settings. In the first semester of 2024 at K University, a phenomenological study was conducted on the reports of 98 students enrolled in three courses offered, and the data were analyzed using Giorgi's method. This study results yielded 5 essential themes from 709 meaning units, 42 core meanings, and 12 emerged themes, The essential themes are ‘Understanding psychological internal experiences’ ‘Inner change and self-acceptance’ ‘Gaining confidence as a teacher’ ‘Perspective shift and expansion ’ and ‘Understanding humanity and growth’. The study presented the structural framework of experiences through situational and general structural description. The study results were discussed, and recommendations were made accordingly.

본 연구의 목적은 성인학습자의 대학 평생교육만족도에 영향을 미치는 요인을 개인배경, 평생교육사업구조와 연계된 대학특성, 학습자의 대학 내 학습경험 측면에서 탐색하고, 대학 의 평생교육 질 제고를 위한 시사점을 도출하는 것이다. 이를 위해 ‘대학의 평생교육체제 지원사업’에 참여 중인 대학의 성인학습자를 대상으로 학습경험과 교육만족도에 대한 조사 를 실시하였고, 2,359명의 데이터를 분석에 활용하였다. 분석방법으로는 위계적 다중회귀분 석을 적용하였다. 분석결과는 첫째, 만족도 세부 영역마다 차이는 있지만, 성, 연령, 전공계 열, 현 재직여부 등의 개인배경과 평생교육사업과 연계된 대학특성은 성인학습자의 대학평 생교육만족도에 유의한 영향을 나타내었다. 둘째, 성인학습자의 대학 내 학습경험은 개인배 경 및 대학특성보다 평생교육만족도에 더 큰 영향력을 나타내었고, 학습경험 중에서도 수업 중 사고력 증진 활동과 학내 구성원과의 상호작용의 상대적 영향력 크기가 높게 나타났다. 분석결과를 토대로 대학의 평생교육 질 제고를 위해서는 성인학습자의 개인배경 및 학습특 성을 이해하는 가운데 전문적이고 특화된 학습경험 구성과 제공이 대학에서 이루어질 필요 가 있음을 제안한다. 본 연구는 성인학습자를 대상으로 개인배경과 대학특성뿐 아니라 학습 자의 학습경험이 평생교육만족도에 미치는 영향을 종합적으로 밝혔다는 점에서 의의가 있다.

The purpose of this study is to examine factors influencing adult learners' lifelong education satisfaction in terms of individual background, institutional characteristics linked to lifelong education policy structure, adult learners' learning experience within the university, thereby deriving implications for improvement quality of university lifelong education. To that end, we surveyed adult learners participating in the ‘Lifelong education at universities for the Future of Education(LiFE)’ project on learning experience and educational satisfaction, and the data of 2,359 students were used for analysis. Utilizing hierarchical multiple regression analysis, this study reveals the following results: First, although there are differences in the detailed areas of satisfaction, individual backgrounds, such as gender, age, major, and status of employment, and institutional characteristics linked to lifelong education projects showed a significant impact on adult learners' lifelong education satisfaction in university life. Second, adult learners' learning experience had a greater influence on lifelong education satisfaction than their individual background and institutional characteristics. Among the learning experiences, thinking ability promotion activities during class and the relative influence of and interaction with the university members were found to be high in particular. Based on the results of this study, the implications for improving the quality of lifelong education were suggested.

본 연구는 연구자가 에티오피아에서 직업기술교육훈련 분야 교육과정 담당 교원과 공무 원의 역량개발을 위한 현지 연수에 학습촉진자로 참여한 체험을 자문화기술지로 작성한 것 이다. 연구의 목적은 현지 연수 학습촉진 체험에서 낯선 상황을 어떻게 파악하였고, 무엇을 하였고, 무엇을 느꼈고, 무엇을 배웠는가 기술하고 되짚어보는 것이다. 현지 연수 학습촉진 은 참가자들의 실제 요구 파악하기, 참여도를 높이기 위한 연수과정 계획과 운영, 학습활동 촉진, 참가자가 연수에서 유의미하게 학습하고 있음을 확인하기 등이었다. 국제개발협력을 위한 현지 연수를 참가자 중심으로 진행하기 위해 특별히 중요했던 것은 현지연수위원회 운영, KOICA 참고자료분석, 요구분석, 연수 환경과 과정 운영 조건의 관리, 오리엔테이션, 팀워크 형성, 평가 결과의 공유 등이다. 개인적 관점에서 보면, 연구자는 조심스레 살얼음 판을 건너듯, 유동적이고 불확실한 상황에서 최적의 방안을 탐색하며 한 걸음씩 앞으로 나 가는 일종의 ‘성찰적 실천’을 하였다. 낯선 문화와 제도를 맥락으로 긴장과 두려움으로 시작하였지만, 점차 소통에 자신감을 얻고 평온해지며, 용기를 얻고 효능감을 느꼈다. 이 역동적 전환의 중요한 계기는 “돌아보고 성찰하기” 활동과 그 결과의 공유였다.

This study is an autobiographical description of the researcher's experience of participating as a learning facilitator in an in-service training for the capacity development of curriculum coordinators and civil servants in the field of vocational and technical education & training in Ethiopia. The purpose of the study is to describe and reflect on how the researcher navigated unfamiliar situations, what he did, what he felt, and what he learned from his experience as a learning facilitator in the in-service training. Learning facilitation in local training for international development & cooperation involved identifying the actual needs of participants planning and organizing the training to increase participation facilitating learning activities and ensuring that participants were learning meaningfully from the training. In order to make the local training for international development & cooperation participant-centered it was particularly important to operate the local training committee, analyze KOICA reference materials, conduct needs analysis, manage the training environment and course operating conditions, orientation, team building, and share evaluation results. From a personal perspective, the researcher engaged in a kind of 'reflective practice' of moving forward one step at a time, like carefully crossing a slippery slope, searching for the best way forward in a fluid and uncertain situation. He started with nervousness and fear in the context of an unfamiliar culture and system, but gradually gained confidence and calmness in communication, and felt courage and efficacy. An important trigger for this dynamic transition was the “review and reflection” activity and the sharing of the results.

This study investigates 135 Korean elementary preservice English teachers’ (KEPETs) experience of learning and using English and their attitudes on World Englishes (WEes). They completed 52 7- Likert type items with 4 open-ended questions. The 10 KEPETs were also interviewed in a semistructure manner. The ANOVA and independent t-tests of the survey data showed that the majority of these KEPETs predominantly learned and used American English and had limited experience in WEes. However, among the key findings of this study, the KEPETs in the survey appeared to fully understand the importance of exposing their learners to WEes and had willingness to teach them despite their lack of knowledge and skills on how to teach them. Similarly, the open-ended and interview data analyzed through either key word counts or the selection of recurring comments or issues revealed that several KEPETs were still entrenched in teaching only SE in class despite their positive attitude towards WEes and willingness to teach them in future. Accordingly, this paper calls for an immediate inclusion of WEes in elementary English teacher education given that raising young learners’ awareness on WEes at an early stage can have a resounding impact on their attitudes towards WEes in future.

기존의 패닉모형과 달리, 최근 연구들은 재난 상황에서 이타적 행동이 더 많이 나타나며 이타심은 집단의 위기 대응 역량을 순간적으로 증대시켜 인명구조에 긍정적인 영향을 끼친다고 밝히고 있다. 그리고 이타적 행동을 발현시키는 뇌의 기제는 학습과 경험을 통하여 강화될 수 있다는 사실도 드러 나고 있다. 화재 상황을 모사하여 이루어진 본 실험 연구는 학습과 경험의 유형이 이타적 행동의 발현에 영향을 미치는가를 확인하기 위하여 집단비교와 요인설계분석을 실시하였다. 분석결과, 화 재시 대응 행동 학습, 화재시 승강기 사용 학습을 비롯하여 실제 화재 경험, 화재훈련, 미디어를 통한 화재 관련 정보 습득을 포함한 5가지 학습경험에서 각각 경험을 갖고 있는 집단의 이타적 행동 발현 정도가 경험이 없는 집단에 비해 높았다. 그러나 경험들 간 상호작용 효과의 패턴은 두 가지 경험이 중복되는 것 보다 오히려 의미 있는 한 가지 경험을 한 경우, 이타적 행동 발현이 더 우세하다 는 것을 보여주었다. 이때 유의미한 경험은 실제 화재 경험, 화재시 대응 행동 학습, 화재시 승강기 사용 학습으로, 실제 상황과의 관련성, 경험의 구체성과 체계성이 중요하다는 것을 시사하고 있다.

Unlike the traditional panic model, recent studies have revealed that altruistic behavior is more prevalent in disaster situations and altruism has a positive effect on lifesaving by instantly increasing the group’s ability to respond to crisis. It also turns out that the brain mechanism that manifests altruistic behavior can be strengthened through learning and experience. In this experimental study using a simulated fire emergency, group comparisons and factorial design analysis were conducted to determine whether the type of learning experience influenced the manifestation of altruistic behavior. The results showed that a higher degree of altruistic behavior was manifested among groups with experience in each of the five learning experiences (real fire experience, learning to respond to fire, learning to use an elevator during fire, and obtaining fire-related information through media) than inexperienced groups. However, the pattern of interaction effect between those experiences showed that one meaningful experience was better than overlapped experiences. The significant experiences were situated and systematically constructed with detailed information such as real fire experience, learning to respond to fire, and learning to use an elevator during fire.