대학 온라인 수업에서 교수자의 갈등 경험에 관한 질적 사례연구: 문화역사적 활동이론의 관점에서

초록

Objectives This study aimed to identify the limitations of the current online classes by paying attention to instructors' experience of difficulties in the online realm, where role changes have occurred as courses were taught online. Methods This study used the cultural-historical activity theory as the analytical framework. Through a literature review of the cultural-historical activity theory, the framework of the online class activity system was established, and in-depth interviews were conducted for instructors who taught online classes at universities. Results This study was able to derive an online teaching activity system of university instructors with an emphasis on the instructors as subjects of the activity system and the problems they faced in online classes. Some inherent contradictions were derived from the study. These included “teaching experience,” “structural limitations of online teaching,” “lack of online teaching experience,” and “lack of support from the school.” Unlike fundamental contradictions such as ‘teaching experience’, ‘structural limitations of online teaching’, and ‘lack of online teaching experience’, which can be resolved by the instructors through various strategies, the contradiction of ‘lack of support from the school’ had characteristics that were difficult for instructors to solve personally. Therefore, schools and instructors need to expand discussions on class support for the qualitative growth of online courses. Conclusions Studies have shown that the teaching activities of university instructors in online classes were tool-mediated and retained a structure of social and collective activity. In addition, in resolving conflicts arising from the online classes, they have expanded from being a means of content delivery to an actual learning community. These qualitative changes in online classes have resulted in an opportunity to rediscover new roles and capabilities in university education.

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