Authors 김정현 Advisor 유성상 Issue Date 2022 Publisher 서울대학교 대학원 Keywords 동료학습 ; 학습자행위자성 ; 이노베이션아카데미 ; 42서울 ; 에콜42 ; 성인학습 ; 직무교육 ; 코딩교육 Description 학위논문(석사) -- 서울대학교대학원 : 사범대학 교육학과(평생교육전공), 2022. 8. 유성상. Abstract A group of people wanting to learn to swim are gathered around a pool. As an instructor, you take them to the pool and demonstrate the 4 main strokes of swimming. Then you say "well, go learn yourself to swim in 5 days. 5 days left for the exam!" and leisurely leave them there. What will happen to the pool after that? Can they learn how to swim? If they can, through what process would it be possible? 42 Seoul covered in this study is an adult vocational training program on computer science to produce software developers. The purpose of this study is to understand the subject of learners by selecting 11 people who applied to and joined the 42 Seoul program as research participants under the condition of a peer learning environment. I answered the following three research questions by qualitatively describing and analysing their learning experience through interview and participatory observation. First, what was the reason that they participated in 42 Seoul, and their learning context before participating? Second, how do learners' previously formed experiences and contexts of learning affect the structuring of new learning experiences in the peer learning environment of 42 Seoul? Third, how has their learner agency changed in the environment? I accepted the suggestion of Lindeman(1926) that each person can discover the meaning of adult education only by participating oneself in the process of adult education. So I applied to and joined through the curriculum of 42 Seoul for about one and half years as the participants of this research underwent as well. As a result of this study, the participants' motivation for applying to 42 Seoul and their previous learning context are as follows; The study participants had different learning histories and contexts, but the reasons for taking the education could be classified into two types according to the histories and contexts. The first are those who majored in computer science in college. They stated their level of learning felt not so enough that they had applied to the 42 program to improve it. On the other hand, people who had had no experience in learning relevant contents of computer science tended to choose a new career path amid the social pressures caused by recent industry changes due to the influence of information and communications technology. Second, different aspects appeared between the context and the structure of their learning experiences according to whether they had relevant ones to the 42 Seoul Program. In addition, the learners circulated the behavioural loop of individual learning and peer-based one, forming relationships with emotionally close peers and exchanging information in which they devoted much of their time to learning. Finally, as a result of peer learning, a change appears in the learner's agency. The participants self-generated new information and learning methods in a peer learning process. The participants in this study created new learning trajectories by interacting with peers to imitate or share the learning strategies with others while trying to modify their own, previous ones. The above result can be modeled into three aspects (SAC, Structure, Agency and Culture): the participants agency, the structure and the perceived culture that mediate or influence it(SAC, Structure, Agency and Culture). According to the morphogenetic approach proposed by Archer(2020), each of them correspond to the comprehensive environment of 42 Seoul based on peer learning as a structure, the agency of learners whose attitude and behavior level change according to their histories of learning, and the internalized culture through participating the curriculum of 42 Seoul. The aspect in which these three elements are mediated through the research participants works as a low-level ideology that maintains the specific results of participants learning in 42 Seoul. This study has limitations for the following reasons. The participants of this study who joined 42 curriculum after passing the exam of the Preparatory Course of it, La Piscine, could not address the experiences of those who did not learn effectively in a peer learning environment. Peer learning is an excellent learning method for those who want to start learning in an area where instructors cannot exist in the first place or where teaching resources are scarce. Therefore, it is expected that the use cases of peer learning will increase in the world's education scene after the pandemic, where demand for online learning with no physical instructor is rapidly increasing. Accordingly, this study proposes follow-up studies on a more diverse peer learning environment designed by mixing the experiences of those who do not fit well with the methodology of peer learning or existing teaching strategies within it.