Kolb의 경험 학습 관점에서 K-MOOC 우수 학습 경험에 대한 탐색

초록

This study examined the significance of adult learners’ experiences with the K-MOOC platform by analyzing their learning processes through Kolb’s stages of experiential learning and the associated experiential reasoning. To this end, 56 award-winning essays from the National Institute for Lifelong Education’s annual competition (2016– 2023) were analyzed using the constant comparative method, yielding 15 open codes and 7 categories. These were then classified according to Kolb’s four stages of experiential learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The analysis showed that adult learners often initiated learning in response to real-life challenges or personal curiosity. Through reflection, they sustained their learning and expanded it into higher-order forms by applying knowledge to everyday life and engaging in collaboration with others. In addition, learning messages provided by instructors and teaching assistants were found to play a key role in supporting performance and encouraging reflection. Meaningful experiences in which learners connected newly acquired knowledge to practical cases, as well as the sharing of their achievements with others, revealed a strong willingness to pursue broader and deeper learning. By presenting stage-specific learning experiences and experiential reasoning, this study advances the theoretical understanding of adult learners’ K-MOOC experiences as a non-linear and transformative process. Furthermore, it offers practical implications by proposing a redesigned K-MOOC completion framework aimed at strengthening applicability and fostering learner-centered engagement

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