earticle

영어

The purpose of this study is to provide basic materials for lifelong college teaching-learning design and draw some suggestions for it, by analyzing characteristics, actual learning conditions and lecture of learners in lifelong colleges. To this end, a survey of and interviews with learners were conduted who were enrolled in the lifelong college in D university located at Seoul, and survey data of 114 learners were used in the final analysis. The findings are as follows: First, the ratio of females(71.1%) was higher than twice that of males(28.9%); most of them had high school diplomas(91.2%); younger than 25 years old(82.7%); and 94.7% of them had their jobs and 59.3% of them had no similarity between their majors and works. Second, they preferred individual learning and face-to-face lectures to cooperation learning and online lectures, respectively. They also wanted to ask professors to decide their learning methods, rather than relying on their own decisions. Third, works, lack of know-how for and studies, excessive amounts of learning and tasks and burden of school expenses were most serious learning obstacle factors. Fourth, although the satisfaction with lecture was mostly better than moderate, that with consideration of learners’individual differences and learning levels was lower. Fifth, it was considered that the utilization was lower than the need for lecture classes and that the former was significantly higher than the latter, for participating, Branded and online classes. Sixth, groups with lower similarity between their majors and jobs tended to be less satisfied with support for learning activities and did not prefer the learning method in which professors interact with students. Seventh, the group with stronger intention to give up their studies preferred online lectures to face-to-face lectures and did not prefer experience learning. In addition, they recognized learning obstacles to curriculum and support environment more strongly. The findings above would be used as basic materials for teaching-learning design adjusted for lifelong college learners.

한국어

본 연구는 평생교육 단과대학 학습자의 특성 및 학습실태, 강의에 대한 인식을 분석하여, 평생교육 단과대학 교수-학습설계를 위한 기초자료를 제공하고, 시사점을 도출하는 것에 목적이 있다. 이를 위해 서울 소재 D대학 평생교육 단과대학 소속 학습자를 대상으로 설문조사와 면담을 진행했고, 최종분석에 114명의 설문자료가 활용되었다. 분석 결과는 다음과 같다. 첫째, 여성(71.1%)의 비율이 남성(28.9%)보다 2배 이상 높았으며, 학력은 고졸(91.2%)이, 연령은 24세 이하(82.7%)가 대부분이었다. 94.7%가 재직상태이며, 59.3%가 전공과 직장의 업무 유사성이 없었고, 36.9%가 학업중단의사가 있었다. 둘째, 개인학습을 협동학습보다, 면대면 강의를 온라인 강의보다 선호했다. 또한 학습방법에 대해 스스로 결정하기 보다는 교수가 결정해주기를 원했다. 셋째, 직장 일, 공부 노하우 부족, 많은 학습・과제 양, 학비 부담이 가장 큰 학습장애요인이었다. 넷째, 강의에 대해 보통 이상으로 만족하고 있었지만 학습자의 개인차와 학습수준 고려에 대한 만족도는 낮았다. 다섯째, 강의식 수업은 필요도에 비해 활용도가 낮다고 생각하고 있으며, 참여식 수업, 블렌디드 수업, 온라인 수업은 필요도에 비해 활용도를 매우 높게 인식하고 있었다. 여섯째, 전공과의 업무유사도가 낮은 집단이 학습활동지원에 대한 만족도가 낮았고, 교수․ 학생과 교류하는 학습방법을 선호하지 않았다. 일곱째, 학업중단 의사가 높을수록 면대면 강의보다는 온라인강의를 선호했고, 체험학습을 선호하지 않았다. 또한 교육과정과 지원환경에 대한 학습장애를 더 높이 인식했다. 이상의 결과는 평생교육 단과대학 학습자에 맞는 교수-학습설계를 위한 기초자료로 활용될 수 있을 것이다.