Earticle

Future generations are inheriting a world filled with complex, environmental decisions to make on a global scale. In response, curriculum focused on humanity’s relationship with the environment is one of the fastest trending areas within higher education. Uniquely within the Minnesota State Colleges and Universities (MNSCU) system, all four-year universities require students to enroll in a “People and the Environment” course that contains learning outcomes focused on contemporary environmental challenges as well as the interconnectedness between the natural environment and human society. The current research examined these courses across three MNSCU universities through administering a pre- and post-course instrument to students that measured growth in environmental knowledge, attitudes, and behavior. The results indicate statistically significant differences between participants’ pre- and post- environmental knowledge scores, especially when compared to a larger sample of Minnesotans. Additionally, a post-course instrument administered to the faculty regarding their instructional methods suggests that specific instructional methods—including team teaching—were correlated with significant gains in student learning outcomes. Overall, the study reveals specific approaches in evaluating learning outcomes as well as best practices for future coursework based on environmental education.

보건환경적 영향(COVID-19)은 한국어 교육 현장에도 큰 변화를 일으켰다. 대면 수업이 어려운 상황에서 교육적 공백을 최소화하기 위한 방안으로 온라인 수업이 적극적으로 시행되었다. 이런 흐름에 따라 본 연구는 B대학교 학부생 72명을 대상으로 온라인 한국어 수업에서의 학습실재감과 학습 성과에 대해 연구하였다. 연구 결과 학습실재감에서는 인지적 실재감이 감성적 실재감보다 더 높게 나타났다. 반면 감성적 실재감 중 감정 표현과 감정 관리 부분에 대한 인식 정도는 다른 항목에 비해 낮게 나타났다. 학습 성과의 하위요소인 만족도와 학습지속의향을 5점 리커트 척도로 측정한 결과 평균 3.90이상으로 나타나 온라인 한국어 수업의 학습 성과를 긍정적으로 평가할 수 있었다. 다중회귀분석의 결과에서는 인지적 실재감이 높을수록 학습자의 학습지속의향이 높았고, 감성적 실재감이 높을수록 학습자의 만족도가 높은 것으로 나타났다. 이를 통해 온라인 한국어 수업에서 성공적인 학습 성과를 얻기 위해서는 높은 학습실재감이 중요한 요소임을 확인할 수 있었다.

The health and environmental impact of COVID-19 has caused a significant change in the field of Korean language education. Online classes have been actively implemented as a way to minimize educational gaps in situations in which face-to-face classes cannot be conducted. Following this trend, the learning presence and learning outcomes of 72 undergraduate students at B University in online Korean language classes are investigated. The research shows that cognitive presence is higher than emotional presence in learning presence. However, regarding emotional presence, the degree of awareness of emotional expression and emotion management is lower than other items. Satisfaction and learning persistence that are subdimensions of learning outcomes were measured on a five-point Likert scale. As a result, the mean score of those two subdimensions were found to be over 3.90, allowing students to positively evaluate learning outcomes in online Korean language classes. The results of the multiple regression analysis show that the higher the cognitive presence, the higher the student’s learning persistence, and the higher the emotional presence, the more the students are satisfied with their classes. The current study confirms that a high sense of learning presence is an important factor in achieving successful learning outcomes in online Korean language classes.

본 연구는 2020학년도 1학기에 원격강의를 수강한 일반대학의 대학생들이 인식하는 학습실재감이 학습성과에 미치는 영향 및 학습몰입의 매개효과를 실증적으로 규명하였다. 서울·경기지역 소재 일반대학을 다니는 대학생들을 대 상으로 2020년 9월 15일부터 약 1달 간 온라인 설문을 실시하여, 총 293명의 자료를 분석하였다. 연구결과, 첫째, 학습 실재감은 학습몰입과 학습성과에 영향을 미쳤으며, 학습몰입은 학습성과에 영향을 미치는 것으로 나타났다. 둘째, 학습 몰입은 학습실재감과 학습성과의 관계에서 매개효과가 있는 것으로 나타났다. 본 연구는 코로나 19 대응차원으로 전환 한 원격강의를 수강한 일반대학의 대학생들이 인식한 학습실재감이 학습성과에 미치는 영향과 학습몰입의 매개효과를 검증하였다는데 의의가 있다.

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

[목적] 본 연구는 온라인 강의 환경에서 체육계열 대학생의 학습 동기와 학습몰입, 학습성과의 상관관계를 규명함으 로써 코로나19 이후 변화하는 교육환경에서 실질적인 교육 방법에 대한 시사점을 제시하고자 한다. [방법] 이를 위해 2023년 3월 광주광역시 및 전라남도 소재의 4년제 대학에서 체육을 전공하고, 온라인 강의 수강 경험이 있는 학생들 을 모집단으로 총 267부를 회수하여 SPSS 25.0으로 분석하였다. [결과] 도출된 결과는 첫째, 학습 동기의 만족감이 인 지몰입에, 자신감이 감성몰입에, 만족감이 행동몰입에 유의한 영향을 미치는 것으로 나타났다. 둘째, 학습 동기의 자 신감이 인지성과에, 만족감이 정의성과에 유의한 영향을 미치는 것으로 나타났다. 셋째, 학습몰입의 인지몰입, 감성 몰입, 행동몰입이 인지성과에 유의한 영향을 미치는 것으로 나타났고, 감성몰입, 행동몰입이 정의성과에 유의한 영 향을 미치는 것으로 나타났다. [결론] 따라서 온라인 및 오프라인 학습에 맞는 다양하고 효과적인 매체를 활용하고, 교수자는 학습몰입을 촉진하는 학습 전략을 개발하여 학생들이 수업에 목표를 세우고 적극적으로 참여할 수 있도록 돕는 노력이 필요하다고 할 수 있다.

[Purpose] The purpose of this study is to elucidate the correlation between learning motivation, engagement, and academic performance among physical education college students in an online learning environment, aiming to provide insights into practical educational methods in the evolving educational landscape post-COVID-19. [Method] For this purpose, in June 2023, a total of 267 questionnaires were collected from students majoring in Physical Education at 4-year universities located in Gwangju Metropolitan City and Jeollanam-do Province, who had experience with online course attendance, and analyzed using SPSS 25.0. [Result] The results indicated that, firstly, the satisfaction factor of learning motivation significantly influences cognitive engagement. Second, the confidence factor of learning motivation shows a significant influence on cognitive outcomes, Third, cognitive, emotional, and behavioral engagement within learning significantly influence cognitive outcomes. [Conclusion] Therefore, that efforts are needed to utilize diverse and effective mediums suitable for both online and offline learning, while educators should develop learning strategies that promote learner engagement, assisting students in setting goals and actively participating in classes.

본 연구는 대학생의 학습몰입, 자기주도학습, 학습성과가 온라인 수업만족도에 미치는 영향요인을 파악하여 비대면 온라인 수업의 효과를 극대화하고, 활성화할 방안의 기초자료를 제공하고자 시도된 서술적 조사연구이다. 대학 생의 학습몰입, 자기주도학습, 학습성과, 온라인 수업만족도는 유의한 정적인 상관관계를 보였고, 온라인 수업만족도에 학습몰입, 학습성과는 정적인 영향이 있었으나 자기주도학습은 직접적인 영향은 없었다. 온라인 수업만족도에 대한 설 명력은 49%였다. 본 연구결과에 따라 온라인 수업만족도를 높이기 위해서 온라인 수업에 대한 대학생의 학습몰입, 학 습성과를 향상시킬 방안이 필요하다. 또한 교수자와 대학은 온라인 수업의 질적인 향상을 위한 적극적인 노력과 지원이 요구된다.

This study is a descriptive research study to verify the relationship between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction, and to identify factors that influence online class satisfaction. There was a significant positive correlation between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction. Online class satisfaction had a positive effect on learning flow and learning outcomes, but self-directed learning had no direct effect. The explanatory power of online class satisfaction was 49%. Based on the above results, in order to increase online class satisfaction, a plan is needed to improve university students' learning flow and learning outcomes for online classes. In addition, instructor and university are required to actively endeavor and support to improve the quality of online classes.

4차 산업혁명 이후 빠르게 변화하는 사회에서는 복잡한 문제를 해결할 수 있는 융합인재양성이 중요한 이슈로 대두되고 있다. 본 연구는 (사)한국공학교육인증원(이하, 공인원)에서 제시하고 있는 공학교육 인증기준인 융·복합분야 의 프로그램 학습성과를 설정하기 위해 필요로 하는 핵심역량을 제안하는데 그 목적이 있다. 연구의 목적을 달성하기 위해 사례연구방법론을 적용하였다. 분석사례는 국내외 대학의 디자인과 소프트웨어 융합 전공이다. 선정된 전공의 교 육목표 및 교과목의 강의계획서를 분석하였다. 연구결과 공인원에서 제시하고 있는 프로그램 학습성과 10개 외에 디자 인·소프트웨어 융합전공에서 추가로 달성해야할 핵심역량 4가지가 도출되었다. 새로 추가된 핵심역량은 융합능력, 창의 적 사고, 창업가능력, 디자인 능력이다. 이 연구의 결과는 향후 융합전공을 위한 공학교육인증 융·복합분야의 평가체계 개발에 기여할 수 있을 것으로 기대된다.

In the rapidly changing society since the Fourth Industrial Revolution, the cultivation of convergence talents that can solve complex problems is emerging as an important issue. The purpose of this study is to propose the core competencies required to establish the program learning outcomes of the engineering and education curriculum, which is the accreditation standard of engineering education proposed by ABEEK(Accreditation Board for Engineering Education of Korea). Case study methodology was applied to achieve the purpose of the study. The case of analysis is design and software convergence majors of domestic and foreign universities. The educational objectives and course syllabi were analyzed. As a result of the research, four core competencies to be achieved in the design and software convergence majors were derived in addition to the ten program outcomes presented by ABEEK. New core competencies are convergence ability, creative thinking, entrepreneurship, and design ability. The result of this study is expected to contribute to the development of the evaluation system for the convergence engineering education field.

본 연구는 AI 활용이 일상화되고 있는 대학 교육 현장에서 대학생의 AI 리터러시가 학습성과에 미치는 영향을 분석하는 것을 목적으로 하였다. 이를 위해 지방대학에 재학 중인 대학생 102명을 대상으로 설문조사를 실시하였으며, 다중 회귀분석을 통해 AI 리터러시와 학습성과 간의 관계를 분석하였다. 분석 결과 AI 리터러시는 ‘AI 사회·윤리 이해’와 ‘AI 학습 활용 역량’의 두 요인으로 도출되었다. 이 중 ‘AI 학습 활용 역량’ 요인은 학습성과에 통계적으로 유의미한 정(+)의 영향을 미치는 것으로 나타났지만, ‘AI 사회·윤리 이해’ 요인은 학습성과에 유의미한 영향을 미치지 않았다. 이러한 결과는 AI 리터 러시의 각 요인이 학습성과에 미치는 영향력이 다르게 나타남을 보여주며, 실제 학습 환경에서는 'AI 학습 활용 역량'이 학습성과의 주요 예측 변인으로 기능함을 확인시켜 준다. 본 연구는 향후 지방대학의 AI 리터러시 교육의 방향성 설정에 대한 실천적 시사점을 제공한다.

This study examines the relationship between Artificial Intelligence(AI) literacy and learning outcomes among university students in higher education, where the use of AI has become increasingly common. Survey data were collected from 102 students enrolled at a regional university and analyzed using multiple regression analysis. The results show that AI literacy can be described in terms of two distinct factors: AI social and ethical understanding, and AI Learning Application Competency. Among these, AI learning utilization competence showed a statistically significant positive association with learning outcomes, whereas AI social and ethical understanding did not demonstrate a significant relationship with learning outcomes. These findings demonstrate that each dimension of AI literacy exerts differential effects on learning outcomes, with 'AI Learning Application Competency' emerging as the primary predictor of learning outcomes in actual learning contexts. This study provides practical implications for establishing directions for AI literacy education in regional universities.

본 연구는 생성형 인공지능 확산 속에서 학습 효율성과 인지부하 간 균형이라는 고등교육의 과제를 인지부하이론 관점에서 탐색하고 AI와 아날로그 학습을 결합한 AI 기반 치트시트 제작과 학습의 관계를 탐색하였다. K대학 전공 수업 수강생 36명을 대상으로 치트시트 제작과 오픈북 평가를 실시하고 표현적 지표와 블록 지표를 활용한 정량 분석 및 상위 성취자 인터뷰를 수행하였다. 분석결과, 표현적 지표 중 다중 색상 사용만이 성취도와 관계를 보였으며 예시 작성·전체 정리·범위 외 내용 작성은 유의하지 않았다. 반면 블록 지표는 성취도에 유의미한 영향을 미치는 변수로 나타났다. 질적 분석에서는 상위 성취자가 AI를 통해 외재적 인지부하를 감축한 뒤 수기 재구성 과정을 통해 메타인지 조절과 지식 내재화를 달성하는 학습 메커니즘이 확인되었다. 연구는 AI 기반 치트시트가 정보 구조화와 메타인지를 촉진하는 전략적 학습 도구임을 제시한다.

This study explores, from the perspective of Cognitive Load Theory, a key challenge in higher education—the balance between learning efficiency and cognitive load in the context of the rapid diffusion of generative artificial intelligence. It further investigates the relationship between AI-based cheat sheet construction, which integrates AI and analog learning, and learning outcomes. A total of 36 students enrolled in a major course at K University participated in cheat sheet construction and open-book assessments. Quantitative analyses were conducted using expressive and block indicators, alongside qualitative interviews with high-achieving students. The results revealed that, among expressive indicators, only the use of multiple colors showed a relation with achievement, while example construction, overall organization, and inclusion of out-of-scope content were not significant. In contrast, block indicators emerged as significant variables influencing achievement. Qualitative findings indicated that high-achieving students reduced extraneous cognitive load through AI use and subsequently achieved metacognitive regulation and knowledge internalization via manual reconstruction processes. This study suggests that AI-based cheat sheets function as strategic learning tools that facilitate information structuring and metacognition.

회계정보시스템의 한 분야인 전산회계 교육이 직업교육으로서 중요성 대두되고, 그로 인해 대학 에서의 기업이 요구하는 실무능력을 갖춘 인재양성을 위해 전산회계 수업을 실시하고 있다. 본 연구는 전산회계교육에서 교육환경특성과 학습자특성이 수업만족도를 매개로 학습성과에 미 치는 영향에 대해 실증적으로 분석하였다. 연구의 결과를 요약하면 첫째, 학교의 교육환경, 교수역량, 전산회계소프트웨어 등의 교육의 환경 적인 특성은 수업만족도에 영향을 크게 주지 못하는 것으로 조사되었다. 둘째, 학습자특성은 수업만족도에 유의한 영향을 미칠 것이라는 가설은 채택되어, 학교의 교육환 경특성보다 학습자가 수업에 참가하는 자기효능감이 높고 전산능력을 갖추고 있으며 학습동기가 명 확할 때, 수업에 더 몰입하게 되어 수업만족도가 높아진다는 것으로 해석할 수 있다. 셋째, 수업만족도는 학습성과에 유의한 영향을 미칠 것이라는 가설은 기각되었다. 이러한 결과는 학습성과로 학점과 자격증취득 등의 객관적 자료를 변수측정도구로 사용하여 학생들이 기대하는 학 점을 받지 못하였거나 자격증취득을 하지 못하였을 경우 학습성과에 대한 평가를 낮게 내린 것으로 해석할 수 있다. 넷째, 교육환경특성은 학습성과에 유의한 영향을 미칠 것이라는 가설을 채택되었다. 학교의 교육 환경, 교수역량, 전산회계 소프트웨어 등이 잘 갖추어져야 학생의 학습성과가 높아지는 것으로 나타 났다. 다섯째, 학습자특성은 학습성과에 유의한 영향을 미칠 것이라는 가설을 채택되어 학생의 변인이 학습성과에 높은 영향력을 가지고 있다는 것을 확인하였다. 마지막으로 수업만족도의 매개효과를 분석한 결과, 교육환경특성과 학습성과의 관계에서 수업만 족도는 완전매개효과가, 학습자특성과 학습성과의 관계에서 수업만족도가 부분매개효과가 존재하는 것으로 분석되었다. 또한, sobel 테스트 결과에서도 수업만족도가 교육환경특성 및 학습자특성과 학 습성과의 관계에서 유의하게 매개하고 있음을 확인하였다.

The classes of computer-based accounting, which is a sub-field of the accounting information system is gaining more attention for its importance. As a result, the colleges are providing classes on computer-based accounting to train the skilled talents that are needed by the businesses. This study empirically analyzed the influence of the learner characteristics and the educational environment characteristics in the classes of computer-based accounting as mediated by the classes satisfaction upon the learning outcomes. The findings of this study can be summarized as follows; First, the educational environment characteristics, such as the education environment of the colleges, the skills of the faculties, and the accounting software, turned out not to have a significant impact on the classes satisfaction. Second, the hypothesis that the learner characteristics would have a significant impact on the classes satisfaction was supported. This can be interpreted to indicate that, rather than the environment of the colleges, the classes satisfaction increased when the students who participated in the classes had a higher level or self-esteem and were better skilled in handing computers, while more strongly motivated to learn, as they could engage in learning better. Third, the hypothesis that the classes satisfaction would have an impact on the learning outcomes was not supported. This shows that, when the grades and other objective indicators such as a qualification were used as the tools to measure the variables, the students evaluated the learning outcomes poorly, if the students failed to get the grades that they anticipated or achieve the qualification. Fourth, the hypothesis that the educational environment characteristics would have a significant impact on the learning outcomes was supported. The educational environment of the colleges, the skills of the faculties, and the availability the accounting software contributed to the learning outcomes of the students. Fifth, the hypothesis that the learner characteristics would have a significant impact on learning outcomes was supported, which supported that the learners had a significant impact on the learning outcomes in this study, as well. Lastly, the analysis of the mediating effect of the classes satisfaction showed that, in the relationship between the educational environment characteristics and the learning outcomes, the satisfaction with the classes had a full mediating effect, while the classes satisfaction had a partial mediating effect in the relationship between the learner characteristics and learning outcomes. Additionally, the sobel test results showed that the classes satisfaction had a significant mediating effect in the relationship between the educational environment characteristics/learner characteristics and learning outcomes.

본 연구는 세한대학교 전남 RISE사업단 평생교육허브센터 프로그램에 참여한 성인학습자들이 정체성을 학습 참여를 통해 재구성하고 학습성과를 개인을 넘어 확장하는 과정을 탐색하였다. 질적 사례연구를 적용하여 10 명의 성인학습자를 대상으로 심층면담, 문서분석, 비참여관찰을 통해 자료를 수집하였다. 연구결과, 맥락화된 참여 는 즉각적인 학습전이를 촉진하였으며, 이는 자기효능감 향상, 정체성 재구성, 구조적 만족을 거쳐 학습성과가 조 직과 지역사회로 확장되는 순환적 과정을 형성하였다. 이러한 변화는 대학–지자체 통합 거버넌스 환경의 성인학 습이 맥락적으로 매개된 발달 과정으로 작동함을 보여준다. 본 연구는 개념적 제안모델을 제시하고, 성인학습의 변화 역학을 이해하는 데 이론적 시사점과 대학 기반 평생교육의 운영 개선을 위한 실천적 시사점을 제시한다.

This study explores how adult learners participating in programs offered by the Lifelong Education Hub Centre of the Sehan University Jeonnam RISE Project reconstruct their identities through learning participation and extend learning outcomes beyond the individual level. Using a qualitative case study design, data were collected from ten learners through interviews, document analysis, and non-participant observation. The results show that contextualized participation facilitated immediate learning transfer, which in turn enhanced self-efficacy, reshaped career identity, and fostered structural satisfaction, thereby forming a cyclical developmental process that expanded learning outcomes into organizational and community contexts. These findings indicate that adult learning within an integrated university–local government governance system can be understood as a context-responsive and socially mediated developmental process. The study proposes a conceptual model and provides theoretical insights into adult learning dynamics and practical implications for enhancing university-based lifelong education hubs.

[목적] 본 연구의 목적은 골프전공자들의 전공 선택 동기가 학습 성과에 미치는 영향 간의 관계를 규명하는데 있다. [방법] 이와 같은 목적을 달성하기 위하여 경기 소재의 체육대학 내 골프전공 재학생들을 모집단으로 설정하고, 편의 표본추출 방법을 이용하여 총 281명의 설문조사 자료를 분석에 사용하였다. [결과] 도출된 결과를 살펴보면 전공 선 택 동기의 하위 요인인 (내재적, 외재적) 요소는 학습 성과의 하위 요인(대인관계, 대외활동, 지적 영역, 정의적 영역) 에 모두 영향이 있는 것으로 나타났다. [결론] 자발적인 학습과 외부의 자극에 의한 학습의 동기는 다르지만 학습 성 과 부분에서는 같은 맥락이 있는 것으로 나타났다.

[Purpose] The purpose of this study is to investigate the relationship between the major choice motivation of golf majors on learning outcomes. [Method] To achieve this goal, a total of 281 survey data were used for the analysis using the convenience sampling method, while the number of students majoring in golf at a sports college in Gyeong-gi Province was set up as a population. [Result] The results obtained showed that the sub-factors (internal and external) of the major choice motive all have an effect on the sub-factors of learning outcomes (relationship, external activities, intellectual areas, and defining areas). [Conclusion] Although the motivation for learning by voluntary learning and by external stimuli is different, there is a common thread in the learning outcomes section.

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

Objective : To summarize clinical and demographic variables and machine learning uses for predicting functional outcomes of patients with stroke. Methods : We searched PubMed, CINAHL and Web of Science to identify published articles from 2010 to 2021. The search terms were “machine learning OR data mining AND stroke AND function OR prediction OR/AND rehabilitation”. Articles exclusively using brain imaging techniques, deep learning method and articles without available full text were excluded in this study. Results : Nine articles were selected for this study. Support vector machines (19.05%) and random forests (19.05%) were two most frequently used machine learning models. Five articles (55.56%) demonstrated that the impact of patient initial and/or discharge assessment scores such as modified ranking scale (mRS) or functional independence measure (FIM) on stroke patients’ functional outcomes was higher than their clinical characteristics. Conclusions : This study showed that patient initial and/or discharge assessment scores such as mRS or FIM could influence their functional outcomes more than their clinical characteristics. Evaluating and reviewing initial and or discharge functional outcomes of patients with stroke might be required to develop the optimal therapeutic interventions to enhance functional outcomes of patients with stroke.

This study attempts to initiate discussions on integrating the concepts of smart classroom and active learning into general English course design. It examines students’ learning outcomes after studying a general English course involving ICT integration, integrated-skills approach, and formative assessment, developed from the concepts of smart classroom and active learning. The data were collected during the 3rd academic term (January-May 2018) that consisted of students’ pre- and post-tests scores on vocabulary, listening, grammar, reading and writing. There were 983 students (77.8% female and 22.2% male) involved with various educational backgrounds and English proficiency levels. The data were examined by using paired-samples t-test, independent t-test, one-way ANOVA and analyses of students’ improvement by changes of levels. The results indicate significant differences in students’ scores in total and across skills. These results shed light on curriculum and course design with regards to the integration of ICT, integrated-skills approach, and formative assessment.

본 연구의 목적은 대학 학위과정에 참여하고 있는 성인학습자의 평생교육성과(직업능력 향상, 삶의 질 향상)에 영향을 미치는 요인을 개인배경, 학습특성 및 참여동기, 학습경험의 측면에서 탐색하고, 이를 통해 대학 성인학습자의 평생교육성과를 제고하는 의미있는 시사 점을 도출하는 것이다. 연구의 목적 달성을 위해 C대학교의 학부과정에 참여하고 있는 성 인학습자를 대상으로 설문조사를 실시하였고, 조사참여에 동의하고 측정문항에 결측없이 응답한 111명의 자료를 분석에 활용하였다. 분석방법은 기술통계 및 다중회귀분석을 적용 하였다. 분석결과, 성인학습자의 직업능력 향상에 영향을 미치는 요인은 성인학습자의 현 재직 여부, 목표지향 중심의 참여동기, 대학에서의 유의미학습, 교수와의 상호작용으로 나 타났으며, 다소 약한 수준에서 협력학습이 종속변수에 긍정적 영향을 미쳤다. 삶의 질 향 상에 영향을 미치는 요인은 대학 입학 전 최종학력, 학습가치 중심의 학습특성, 학습지향 중심의 참여동기, 대학에서의 협력학습, 교수와의 상호작용으로 나타났고, 다소 약한 수준 에서 유의미학습이 긍정적 영향을 나타내었다. 본 연구의 결과를 토대로 대학 성인학습자 의 평생학습성과를 높이는 차원에서 시사점을 논의하였다.

The purpose of this study was to explore the factors that affect the lifelong learning outcomes (improving career abilities, improving quality of life) of adult learners participating in university degree programs in terms of personal background, learning characteristics, participation motivation, and learning experiences. The study aims to derive meaningful implications for improving the lifelong learning outcomes of university adult learners. To achieve this purpose, a survey was conducted among adult learners participating in the undergraduate program at University C. A total of 111 participants who agreed to participate in the survey and provided complete responses to the measurement questions were included in the analysis. Descriptive statistics and multiple regression analysis were applied. The results of the analysis revealed that several factors significantly influenced the improvement of adult learners' career abilities. These factors included the adult learners' current employment status, goal-oriented participation motivation, meaningful learning in college, and interaction with faculty. Additionally, cooperative learning had a positive but weaker effect on the dependent variable. Furthermore, various factors significantly influenced the improvement of quality of life among adult learners. These factors included the final education before entering university, learning characteristics centered on learning values, participation motivation centered on learning orientation, cooperative learning in university, and interaction with professors. Meaningful learning also had a positive but weaker effect. Based on the findings of this study, implications for enhancing the lifelong learning outcomes of university adult learners was discussed.

이 연구는 조선족 대학생들의 영어 실력 향상을 위한 기초자료로 활용하고자 시행하였다. 중국 소재 한 대학 203명을 대상으로 조선족과 한족 학부생들의 차이를 분석하고자 위해 기술 통계량 및 t-검정 분석이 사용되었다. 연구 결과는 한족 학생들에 비해 조선족 학생들의 준비성이 현저히 떨어지고 학습 성과도 약하다는 것을 보여주었다. 학습 성과에 미치는 요인들에 대한 분석은 영어 구술능력, 교과과정에 대한 태도, 자신의 영어실력에 대한 신념, 학습 전력에 있어서 그룹간의 유의미한 차이를 보였다. 반면, 학습에 대한 관심에 있어서는 그룹 간의 차이를 보이지 않았다. 본 연구는 EFL 수업에서 조선족 대학생들의 수업 준비성 및 학습 성과를 향상시키기 위한 시사점을 제공하는데 그 의의를 갖는다.

This study was executed to be used as the basic data for the improvement of Korean Chinese undergraduates’ English proficiency. Descriptive statistics and t-tests were used for data analysis on the differences between Korean Chinese and Han Chinese students' preparedness and learning outcomes of 203 undergraduates at a four-year college in China. Results showed that Korean Chinese students were significantly less prepared and had weaker learning outcomes than Han Chinese students. Analysis on the factors that affected learning outcomes showed significant differences in oral English skills, attitudes toward curriculum, beliefs in their own fluency, and learning strategies. On the other hand, no group difference was shown in learning interests. Based on these findings, implications for the improvement of Korean Chinese undergraduates' preparedness and learning outcomes in EFL class were described.

본 연구의 목적은 대학 성인학습자의 개인배경에 따른 기대 학습성과의 차이를 분석하 는 것이다. 이를 위해 대학의 평생교육프로그램에 참여하는 성인학습자의 기대 학습성과는 어떤 것이 있는지 우선 탐색한 후, 각 성과가 개인배경에 따라 어떠한 차이를 분석하고 의 미있는 시사점을 도출하였다. 연구대상은 대학의 평생교육체제 지원사업에 참여하고 있는 일반대와 전문대 총 30개 대학의 성인학습자이며, 조사는 국가평생교육진흥원과 참여 대학 의 협조를 거쳐 2021년 3월 5일부터 3월 25일까지 온라인으로 진행하였다. 조사에 응답한 성인학습자는 총 20개 대학의 592명이었다. 분석방법의 경우, 수집된 주관식 자료는 Python 3 (ipykernel)을 통해 text analysis를 수행하였고, 개인배경에 따른 기대 학습성과의 응답 차이를 확인하기 위해 X2분석을 실시하였다. 연구결과, 대학 평생교육과정에 참여하 는 성인학습자의 기대 학습성과로 가장 높은 빈도를 나타낸 것은 학위 취득이었고, 다음으 로 자격증 취득, 전문지식 습득, 직무능력 향상, 직업전환, 개인적 즐거움이나 자아실현 순 으로 나타났다. 또한 성인학습자의 개인배경(학교유형, 성별, 연령, 최종학력, 결혼여부, 고 용상태, 총 근무경력, 월 가구소득)에 따라 기대 학습성과는 유의미한 차이를 나타냈다. 연 구의 결과를 바탕으로 대학에서 성인을 위한 맞춤형 교육의 실현을 위한 정책적 시사점을 도출하였다.

The purpose of this study was to analyze the differences in expected learning outcomes of adult learners in higher education based on their personal backgrounds. To achieve this goal, the study initially explores the expected learning outcomes of adult learners participating in university lifelong learning programs. Subsequently, it analyzes how each outcome differs according to their personal backgrounds and derives meaningful implications. The study subjects comprise adult learners from 30 universities, encompassing both general and vocational institutions. These participants are engaged in the university's lifelong education system support project. The survey was conducted online from March 5th to March 25th, 2021, in collaboration with the National Institute for Lifelong Education and the participating universities. A total of 592 adult learners from 20 universities responded to the survey. Regarding the analysis method, the collected questionnaire data underwent text analysis using Python 3 (ipykernel). Additionally, a chi-square test was performed to identify differences in responses to the expected learning outcomes based on personal backgrounds. The findings revealed that the highest frequency of anticipated learning outcomes for adult learners engaged in university continuing education courses was achieving a degree, followed by obtaining a certificate, gaining professional knowledge, enhancing job skills, pursuing career changes, and seeking personal enjoyment or self-actualization. Furthermore, significant variations in expected learning outcomes were observed in relation to adult learners' personal backgrounds, including institute type, gender, age, final level of education, marital status, employment status, total work experience, and monthly household income. Based on the study's outcomes, policy implications were formulated to facilitate the implementation of personalized education approaches for adults within the university setting.

Within a sociocultural framework, a growing number of L2 studies claim that learners’ collaborative talk provides opportunities for second language (L2) learning. Despite the increasing interest in such talk, there is little research that presents a holistic analysis and evaluation of interaction patterns embedded in collaborative talk, occurring during joint editing task, as well as the resulting learning outcomes. Recognizing this paucity, the current study examined learners’ interaction doing editing tasks via an in-depth, descriptive analysis. Delayed post-tests were conducted on the specific linguistic items produced during the tasks in order to assess learning outcomes of the collaborative talk. This study presents several new findings and raises issues that the major sociocultural-based research undertaken to date has neglected. A major finding is that, unlike promising findings in the L2 literature in relation to the role of collaborative talk, this study does not show any robust evidence that learners’ collaborative talk promotes L2 learning. Also, it demonstrates that interactional features in the talk were often non-collaborative. This provides a possible explanation for the less positive role of collaborative talk in L2 learning. The study implies that the nature of interaction in learners’ dialogue may not be always collaborative. Therefore, it is important that researchers and teachers have realistic expectation of learners’ dialogue, which may include interaction of an intricate and often complex nature.

본 연구는 대학 신입생을 대상으로 한 파이썬 입문 강의에서 블록 기반, 텍스트 기반, 혼합형 교수법의 효과성을 조사하였다. 60명의 학생이 세 그룹으로 무작위 배정되어 각기 다른 교수법을 13주간 적용받았다. 학습 성과, 문제 해결 능력, 학생 태도는 시험, 코딩 연습, 설문 조사 및 인터뷰를 통해 평가되었다. 결과적으로 모든 그룹에서 유의미한 향상이 나타났으며, 혼합형 교수법을 적용한 그룹이 가장 높은 사후 평가 점수(81.2점)와 최종 프로젝트에서 최고 성과(평균 89.3점)를 기록하였다. 혼합형 교수법은 블록 기반 프로그래밍의 접근성과 텍스트 기반 코딩의 심층성을 효과적으로 결합하여, 시각적 표현에서 텍스트 표현으로의 점진적인 전환을 통해 학습을 단계적으로 지원하였다. 이 접근법은 다양한 학습자의 요구를 충족시키면서도 고급 프로그래밍 기술 습득을 준비하도록 설계되었다. 혼합형 그룹의 학생들은 자신감, 즐거움, 몰입감에서 가장 큰 향상을 보고하였다. 연구 결과는 혼합형 교수법이 개념적 이해, 코딩 숙련도 및 학습 만족도를 증진하는 데 가장 효과적임을 강조하고 있다.

This study investigates the effectiveness of block-based, text-based, and hybrid instructional approaches in introductory Python courses for community college freshmen. Sixty students were randomly assigned to three groups, each following a distinct instructional method over a 13-week semester. Learning outcomes, problem-solving skills, and student attitudes were evaluated using exams, coding exercises, surveys, and interviews. The results revealed significant improvements across all groups, with the hybrid approach achieving the highest post-test scores (81.2 points) and the best project performance(average of 89.3 points in the final project). The hybrid method effectively combined the accessibility of block-based programming with the depth of text-based coding, employing a gradual transition from visual to textual representations. This approach scaffolded learning, addressing the needs of diverse learners while equipping them with advanced programming skills. Students in the hybrid group reported the greatest improvements in confidence, enjoyment, and engagement. The findings underscore the hybrid approach as the most effective for promoting conceptual understanding, coding proficiency, and overall satisfaction among diverse learners.