A Qualitative Study on the Experiences of the Middle and Old Aged Adult Learners in the Course of Their Degree Acquisition from Academic Credit Bank System - Focused on the Life-long Learning Center affiliated with ‘A’ University

Abstract

본 연구는 오프라인 중심의 수업을 하는 학점은행제를 통해 학사 학위를 취득한 중고령 학습자를 대상으로 학점은행제 참여 동기와 학위취득과정에서 겪게 되는 학습경험, 학점은행제 학습경험이 이후의 삶에 미친 영향 등을 탐색하고, 학점은행제의 발전 방안에 대한 시사점을 제공하는데 목적이 있다. 자료수집은 경기북부 소재 A대학 부설 평생교육원에서 학점은행제로 학위를 취득한 중고령 학습자를 대상으로 2018년 6월부 터 11월에 걸쳐 라포 형성 과정을 거쳐 2018년 12월 3일부터 12월 10일까지 심층인터 뷰로 하였다. 근거이론에 따른 질적 분석 결과 9개의 범주, 18개의 하위범주, 48개의 개념이 도출되었다. 연구 결과, 중고령 학습자들의 학점은행제 참여 동기는 공부에 대한 열망, 제2의 인생 설계였고, 학습경험은 학습을 통한 성장, 대인관계 형성이었으며, 학점은행제 학습 경험이 삶에 미친 영향으로는 나에 대한 인식변화, 학습에 대한 인식 변화, 취업과 삶의 활성화로 나타났다. 연구의 결과를 바탕으로, 중고령 학습자들의 학점은행제 학위취득에 대한 시사점을 제언하였다.This study is aimed at middle school students who have earned a bachelor s degree through a credit banking system . This study focuses on providing an implication of the plan for the development of academic credit bank system that takes an offline-oriented class, aimed at the middle and old aged adult learners who have acquired a bachelor degree from academic credit bank system, through surveying for their motives to participate in academic credit bank system, their learning experiences that they have got in the course of degree acquisition and how the learning experience influences on their post-lives after acquiring their degree. Data were collected from interviewing in depth with those who have acquired a degree in academic credit bank system at the life-long learning center affiliated with ‘A’ University located in the northern area of Gyeonggido from Dec 3, 2018 to Dec 10, 2018 following the rapport establishment with them form June to November 2018. From the qualitative analysis on the data, based on grounded theory, 9 categories, 18 sub-categories and 48 concepts are derived. As a result, their motivation to participate in academic credit bank system is an aspiration for learning and newly mapping out their post lives, their learning experiences are helpful for their growth in academic field and for establishing good relationship with others and finally the influence that the learning experience has got on their lives are represented as an change of their self-perception by themselves, change of their perception to their learning and an activation of their lives and employments. Based on the results of this study, the implications for the acquisition of credit banking degree by middle and old aged adult learners were discussed.