초록 열기/닫기 버튼
To promote efficiency for the lifelong education programs, this study aims to examine what would be the desirable operation plan for the lifelong education programs run by the university lifelong educational institute. This study can be summarized as follows: First, the participation motive of the background individuality lifelong learners statistically showed a considerable difference according to gender, age, education, income, and marital status. Second, the resulting satisfaction(or lack thereof) of these lifelong learners statistically showed a considerable difference according to age, income, marital status, and education. However, gender was not an important factor in this category. Third, the difference verification of the participation satisfaction domain by the participation motive of the lifelong learner showed a considerable difference in the detailed domain. To put it more specifically: in the case of the participation satisfaction domain regarding the educational contents; the learning motive refers to the educational contents, the internal motive refers to the educational environment, the external motive refers to the lecturers, and the occupational motive refers to the employee service.
To promote efficiency for the lifelong education programs, this study aims to examine what would be the desirable operation plan for the lifelong education programs run by the university lifelong educational institute. This study can be summarized as follows: First, the participation motive of the background individuality lifelong learners statistically showed a considerable difference according to gender, age, education, income, and marital status. Second, the resulting satisfaction(or lack thereof) of these lifelong learners statistically showed a considerable difference according to age, income, marital status, and education. However, gender was not an important factor in this category. Third, the difference verification of the participation satisfaction domain by the participation motive of the lifelong learner showed a considerable difference in the detailed domain. To put it more specifically: in the case of the participation satisfaction domain regarding the educational contents; the learning motive refers to the educational contents, the internal motive refers to the educational environment, the external motive refers to the lecturers, and the occupational motive refers to the employee service.
키워드열기/닫기 버튼
lifelong education, background individuality, participation motive, participation satisfaction, program
