50세 이상 성인학습자의 박사과정 학습 경험, 학습 동기, 학습 실천의 의미

Abstract

Objectives This study is to identify the meaning of doctoral program learning experience, learning motivation, and learning practice of adult learners aged 50 and older.
 Methods Individual in-depth interviews were conducted with seven doctoral students aged 50 or older who vol-untarily expressed their willingness to the participation. For thematic analysis, the interview contents were tran-scribed, and three researchers selected meaningful topics through the process of coding, categorization, and classification through continuous elaboration and revision to derive themes, sharing opinions, and coordinating.
 Results As a result of the analysis, under the three major themes of ‘doctoral course learning experience’, ‘learning motivation’, and ‘meaning of learning Practic’, ‘difficulty of late adult learning’, ‘sense of stability in career’, ‘desire for internal growth' fulfillment’, ‘external growth and development’, ‘recognition of the need for change’, ‘new challenges for dreams’, ‘preparation for the future’, ‘learning to improve the quality of life’, ‘learning to prac-tice good influence’, ‘learning for self-realization’, and ‘learning to continue’ were derived.
 Conclusions In a rapidly aging society, adult learners who choose doctoral programs at the turn of the age of 50 can feel the stability and satisfaction of their social role needs through the learning process, even though they ex-perience the difficulties of multiple roles of work, family, and learning. Their doctoral course learning practice was most motivated to achieve their personal and social growth in the changing societal context. In other words, they revealed that they not only plan their future lives by cultivating expertise in their field through late learning, but also have the meaning of leading a community life and contributing to society as members of our society.