국내 온라인 공개 무용강좌 현황 연구

Abstract

This study investigates the yearly quantitative data of online dance courses, the lecture topics, the percentage of specialist-centered courses, the lecture compositions, and the lecture formats in the Korean open online course which commenced in 2009, and provides research for positive development of dance education contents and effective utilization methods of open online courses, which will keep multiplying during the fourth industrial revolution. After much observation, the current state of affairs in dance education within Korean open online course shows to be as follows. Firstly, when observing the present quantitative situation of dance education in open online course by platform, KOCW provides a total of 28 courses, of which 22 are theory courses, and 6 are practical courses. Hence there are many more theory courses. Additionally, of the 22 theory courses, 15 are for dance specialists, taking up a larger proportion over liberal arts courses for non-specialists. Of the 6 practical courses, the ratio of courses for specialists and the courses for non-specialists is 50:50. K-MOOC, a different platform, provides a total of nine courses, with three theory and practical courses available to specialists and non-specialists on a semester-based system. Currently, two courses are in progress. Secondly, the course topics of KOCW theory courses for specialists include a variety of dance-related topics such as dance history and dance education. Practical courses for specialists include elementary education, and choreographic instruction. The liberal arts courses in KOCW and K-MOOC, although titled differently, all deal with understanding dance, with a few courses on ballroom dance and dance composition lectures. Thirdly, the platforms provide diverse compositions in their courses, from one-day workshops to 16-week courses. In the case of KOCW, the courses are mostly 10 to 15- week programs, much like a college semester. On the other hand, K-MOOC, which was specially created for open online courses, provides 7 to 12- week courses for effectiveness and sustainment. Fourthly, KOCW’s open online courses are mainly composed of actual footage of college courses with PDF files attached. KOCW had two specially-produced video courses, and three courses with only PDF files and no video footage. KMOOC’s online courses are composed of specially-produced videos with theoretical explications as well as practical demonstrations, offline courses with the professor instructing in person, and the learners’ video submissions, consequently encouraging learner participation and emphasizing instructor-and-learner interaction. In conclusion, dance education in open online course is mostly theory-based due to the unique trait of dance where practice and application are very important. Compared to other genres, there are fewer online educational contents in dance. In this era where open online course will keep progressing, dance theory educators must make good use of the trend and increase the quantity and availability of contents. In the case of practical courses, the courses must provide thorough prerequisite learning for learners to master the prerequisites, then apply their learning offline, creating a flipped learning system. Furthermore, with research and investigation for quantitative and qualitative advancement of dance education contents, online dance education may be able to bloom into lifelong dance education.