This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner’s least-abled sets of constituent skills and identified the design’s effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency. Keywords: cognitive load, complex tasks, emphasis manipulation, instructional efficiency, learning transfer.

Objectives This study observed the relationship between the Kolb’s experiential learning theory according to the learning styles and experiential learning steps to understand the changes in learning styles and experiential learning steps during an co-curricular program progressed online during COVID-19 pandemic. Methods The data for this study has been collected during 3 semesters (Semester 1 of 2020 to Semester 1 of 2021) in the University in Gyeonggi-do province, South Korea. The collected data for the study are 111 essays used for a document analysis during this five-semester period. To analyze the learning styles on this online co-curricular program, two methods were employed. First, a categorization was performed according to the Kolb’s learning type using constant comparison, then the categorized data is expressed in a scatter plot based on the steps of Kolb’s experiential learning theory. Then, the characteristics of each learning type is presented according to the contents of the categorized data. Second, the categorized data that was analyzed to understand the experiential learning steps was then reconstructed to elucidate the relationship among the factors making up the leaning steps. Results There were high percentages of “divergers” and “accommodators” among the students in this online co-curricular program, but less of the “convergers” and “assimilators” in the student group. In the experiential learning steps, it is shown that a concrete experience stage allowed the students to experience positive learning through a negative learning experience, and a reflective observation stage allowed the students to modify their behaviors and refresh their negative emotions related to the studies. Additionally, students were able to utilize supporting resources to effectively use the program as well as applying them during an abstract conceptualization, and ultimately learn to generalize their study strategy during the active experimentation stage. Conclusions Current study elucidated that emotional support and other supporting resources on the learning material facilitated positive learning experiences in an online co-curricular program, and some theoretical implications as well as real-life applications are discussed in this article.

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Objectives This study was conducted for the purpose of in-depth exploration of the meaning of learning derived from the process of youth forming groups voluntarily and experiencing social activities based on the three-dimensional model of experiential learning. Methods This study was conducted as a qualitative case study method. First, through the literature review, the researchers' initial problem consciousness, the main point and problem of research were drawn. Second, in order to collect qualitative data, in-depth interviews were conducted after selecting 6 research participants through intentional sampling among young people who had been social active for more than 5 years. The average active years of the study participants was 6 years and 8 months, and their average age was 26 years. Third, qualitative data analysis was conducted through constant comparison method, and in the categorized process, the words and phrase used by study participants were utilized. Finally, to get the validity and reliability of the research results, triangulation, researchers’ check and peer-review were performed. Results First, the content dimension consisted of six categories related to knowledge, understanding, and function, and derived the meaning of learning that youth found opportunities to understand themselves in accidental situations by participating in social activities. Second, the incentive dimension consisted of six categories of motivation, will, and emotion, and it was derived as a meaning of learning that youth actively explored new methods to maintain balance between their minds and bodies. Third, the social dimension consisted of five categories related to behavior, dialogue, and cooperation, and was derived as a meaning of learning that an individual's worldview was expanded through interactions between various resources related to youth. Conclusions The suggestion for the above research results was that first, it should be viewed as a research object and learner that could characterize youth in various ways. Second, learner participation should be discussed from a broad perspective that encompasses how to help learners utilize knowledge in connection with outside of the educational system. Third, educational institutions should seek an open learning ecosystem that considers not only the area of education and learning, but also the daily life of individuals. Fourth, educational support should be provided considering that the current youth requires an experience suitable for themselves.