2023, Vol., No.22

Psychological Effects of COVID-19 Pandemic on College Students : From the Perspective of Self-Determination Theory

Nangyeon Lim | 2023, (22) | pp.7~38 | number of Cited : 2

The Liberal Arts Education in the Post-Pandemic Era : From Speed Battle of Digital Transformation to Sustainable Future

Jeong, Yeonjae | 2023, (22) | pp.39~68 | number of Cited : 8

The purpose of this paper is to estimate the problems and directions of liberal arts education after the COVID-19 pandemic. COVID-19 has presented significant questions to not only teachers and learners but also to the liberal arts education system as a whole. The COVID-19 pandemic transformed all-too-obvious questions, such as why students should study the liberal arts, from whom they should learn, when they should learn, and where they should learn, into urgent matters. Consequently, we should have appropriate answers regarding the type of liberal arts education we should provide after the pandemic, given the strong trend of convenience and effectiveness. In this context, this paper sets the tasks of liberal arts education by period and suggests directions to pursue in each period. First, the short-term task is to activate the function of healing and recovery from the scars of the COVID-19 pandemic. In particular, the pandemic has left the strong impression that our society is in danger, and those scars left by the pandemic on the educational community will not heal easily. Accordingly, in teaching the young generation, who is deeply wounded in a society in which disasters have become commonplace, the importance of self-care and the value of connections has increased. The medium-term task is to reflect on the nature of education in the midst of the rapid transformation to digital education. The ‘new-normal’ discourse has made us recognise that lectures based on face-to-face communication are outdated while non-face-to-face classes have become the “new normal”, and EduTech is the catalyst that will change our education system. However, the pandemic has clearly shown that schools could not be completely transformed to a non-face-to-face environment and has made us realise that we should promote the use of and flexible attitude toward EduTech, while also adhering to the irreplaceable elements of face-to-face education. The issues of digital transformation in the field of liberal arts education should be seen from the viewpoint of how to develop students' learning outcomes in the digital era. From this perspective, digital technologies should play the role of an educational support system rather than a substitute system for in-person education. The long-term task is to solidify the framework of sustainable education. It is true that, so far, college education has made us believe that achieving short-term goals is more important than long-term sustainability by basing itself on a modernization paradigm focused on economic growth. However, universities need to provide not only education for the purpose of employment but also basic skills that will promote sustained growth throughout a student's life. Presenting a vision of sustainable liberal arts education is acutely needed in the present day and age where the value and utility of universities are strongly questioned due to a significant reduction in degree effects, subsequent changes in students' attitudes toward higher education, the popularization and commercialization of higher education, the oversupply of higher education, and an uncertain future and employment crisis.

Exploring Liberal Arts Education Classes Using the ‘Telepresence-based Hologram Sharing Education Model’ in University

Cho Moo Jung | 2023, (22) | pp.69~100 | number of Cited : 0

This study explores and analyzes the relationship between various variables such as teaching presence, learning presence (cognitive presence, emotional presence, social presence), telepresence, and learning effect (satisfaction, willingness to continue learning) of learners in college liberal arts classes for the first time. The results of the study are as follows. First, it was found that the average of the learners who took the lecture with the ‘telepresence-based hologram sharing education model’ was the lowest in terms of teaching presence, learning presence (cognitive presence, emotional presence, social presence), telepresence awareness intensity, and learning effect (satisfaction, learning persistence) and all seven variables were correlated. In particular, the teaching presence and cognitive presence showed the strongest correlation. Second, it was found that there was no difference according to the gender of the learners who took the lecture with the ‘telepresence-based hologram sharing education model’. In addition, the average score of the first and third graders was higher than that of the fourth graders in the intensity of teaching presence and telepresence awareness. Third, it was found that the type of shared education (II) between universities had a higher social sense of presence than the type of shared education (Type I) between campuses. Fourth, the group with high telepresence awareness showed high average scores in both teaching presence, learning presence (cognitive presence, emotional presence, social presence), and learning effect (satisfaction, willingness to continue learning). This study focuses on the first analysis of the status of teaching presence, learning presence (cognitive presence, emotional presence, social presence), and learning effect (satisfaction, willingness to continue learning) of HY-LIVE classes, which applied the ‘telepresencebased hologram sharing education model’ for the first time in college liberal arts classes.

A Case Study of Chinese Character Classes as Liberal Arts Using Online Cooperative Learning Model

CHO, EUN-JEONG | 2023, (22) | pp.101~128 | number of Cited : 1

The Age of Hyper-Uncertainty and the Direction of Convergence General education : Focused on the paradigm shift of science and technology

choi hyun cheol | 2023, (22) | pp.129~153 | number of Cited : 2

A Study on College Life and Perception Experienced by 20th and 21st Year Students in the Transition to Online Learning Environment

Kim, Sung-il | 2023, (22) | pp.157~188 | number of Cited : 4

A Study on the Teaching and Learning Method for Collaborative Project Using Digital Tools

KIM, JIYOON , Yun Hogyeong | 2023, (22) | pp.189~236 | number of Cited : 4

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Class on Mathematics as Liberal Arts Education : Its Design and Implementation

Lee Jung-Kyung | 2023, (22) | pp.237~272 | number of Cited : 1

Current status and direction of liberal arts education in the era of digital transformation

Nam, Jin Sook | 2023, (22) | pp.275~305 | number of Cited : 8

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The Journal of General Education 2023 KCI Impact Factor : 1.7

2023, Vol., No.22