The relationship between participation in out-of-class activities and cognitive and social outcomes of Korean college students.

Autor/inn/en	Bae, Sang Hoon; Jeon, Sue Bin; Han, Song Le
Titel	The relationship between participation in out-of-class activities and cognitive and social outcomes of Korean college students.
Quelle	In: International journal for research on extended education, 6 (2018) 1, S. 80-97 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v6i1.07
URN	urn:nbn:de:0111-pedocs-216309
Schlagwörter	Empirische Forschung; Kognitive Entwicklung; Kognitive Leistung; Informelles Lernen; Lernen; Außerunterrichtliche Aktivität; Partizipation; Hochschule; Erweitertes Bildungsangebot; Student; Korea, Republik
Abstract	In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students' cognitive and social outcomes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3