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Korean J General Edu > Volume 14(5); 2020 > Article
Korean Journal of General Education 2020;14(5):109-121.
DOI: https://doi.org/10.46392/kjge.2020.14.5.109    Published online October 31, 2020.
An Analysis of Learner Education Needs for the Operation and Contents of Liberal Arts Curriculum
Cheongmin Lee1, Jae Young Chung2, Minsuk Yang3
1Ph.D. Student, Ewha Womans University
2Professor, Ewha Womans University
3Professor, Ewha Womans University
대학 교양교육과정의 운영과 내용에 대한 학습자 교육요구도 분석
이청민1, 정제영2, 양민석3
1제1저자, 이화여자대학교 박사과정
2공동저자, 이화여자대학교 교수
3교신저자, 이화여자대학교 교수
Correspondence:  Minsuk Yang,
Email: yms@ewha.ac.kr
Received: 20 September 2020   • Revised: 20 October 2020   • Accepted: 22 October 2020
*Cheongmin Lee and Jae Young Chung contributed equally to this study as co-first authors.
The purpose of this paper was to analyze the learner's educational needs for liberal arts education at the university level, to set up the curriculum of liberal arts education, and to find the direction of development of liberal arts education courses. The subjects of the study were 502 students in the liberal arts department of A University in Seoul. For the analysis of the learners' educational needs, an online survey was conducted involving 10 questions related to the operating system of liberal arts education, while 14 questions related to the capacity contribution of classes. The results of the survey were analyzed based on Borich's Request Formula and The Locus for Focus Model. The results of the t-test showed that all 24 questions had statistically significant differences, and the importance of the questions was highly recognized by most learners. The findings are as follows: In the operation of liberal arts education, the learners' educational needs were prioritized in the order of 1) width of diversity and choice of liberal arts, 2) appropriate division and 3) appropriate number of students. The common high priority of Borich's requirements in the composition of the liberal arts curriculum and the The Locus for Focus Model is Improvement of Speaking Ability, which can be seen as a priority policy task for any future reform of the liberal arts curriculum. Borich's other needs also showed that a top priority in the formula was “support for future design of what I want to do”, and the sequential priorities of items, such as support for knowledge and information acquisition of future jobs, improvement of foreign language skills required in the global era, and provision of internationalized educational opportunities such as English lectures, exchange students, etc. All of these are in high demand for practical employment and vocational education.
Key Words: liberal arts education, liberal arts curriculum, educational needs, future design competency, speaking ability


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