평생교육체제 대학교 성인학습자의 디지털문해력 교육 경험 연구

The purpose of this study is to identify the meaning and necessity of digital literacy education in lifelong education support system university education through in-depth interview qualitative research on the perception of digital literacy education of adult learners enrolled in undergraduate programs at universities, and to derive the demand for an educational support system to strengthen digital literacy competencies at universities. To this end, an in-depth interview with qualitative research was conducted to obtain implications for the design direction of digital literacy education for adult learners at G University in Gangwon Province. Six adult learners enrolled in the undergraduate program at G University were selected as participants in the study, and data collection and analysis were conducted through in-depth interviews. Through this, the following research implications were derived. First, digital literacy education of adult learners in undergraduate courses at universities is a feeling of frustration that they do not know as digital non-literators or low-level digital literacy, and a feeling of joy and gratitude to learn belatedly. Frustrating emotions have changed from understanding and knowing to pleasure that comes from understanding and knowing, and have been converted to learning motivation to learn. However, in order to improve digital literacy and motivation to participate in learning, it is necessary to establish a support system for the establishment of regular education in order to improve digital literacy and learning participation, because it is not a continuously opened course. Second, adult learners of various age groups need individualized digital literacy education programs because individual differences in basic learning abilities and experiences vary. Repeated practice and a flexible support system that can adapt to various situations will further improve learners' enjoyment of knowing and satisfaction with communication and empathy. The limitations of this study are that most of the research participants in the age group with significantly lower digital literacy and the large information gap on the use of digital devices and digital media are not included.