해외 대학 비원어민 한국어 교원의 온라인 재교육 프로그램에 대한 인식 연구: 동영상, 실시간 혼합 프로그램을 중심으로

Abstract

This study analyzed online re-education programs aimed at non-native university instructors teaching in the New northern and Indo-ASEAN regions, with the intention of providing insights for the design and implementation of future re-education programs for non-native instructors. The summarized findings are as follows: Firstly, participant feedback analysis revealed that video lectures were appreciated for their content expertise, while live seminars were valued for the expertise of the instructors. However, network issues affected video lectures, and time constraints hindered full participation in live seminars, emphasizing the importance of considering internet connectivity and scheduling constraints during program implementation. Secondly, age-specific feedback indicated higher participation and perceived benefits in terms of rejuvenation and knowledge acquisition among participants in their twenties and thirties, with the assessment of educational improvement being highest among those in their forties. Thirdly, intentions to recommend the program were highest among respondents in their forties and thirties, suggesting that the analyzed program may be particularly beneficial for these age groups. Fourthly, examination of attendance rates by Korean proficiency level showed the highest engagement among beginners, underscoring the need to consider participants' Korean proficiency levels during program design. This study examined the impact of an online re-education program on enhancing the educational capabilities of non-native university instructors. However, the limited number of participants underscores the necessity for future research involving a larger sample size. Additionally, challenges with live lectures and the need for program designs catering to intermediate-level instructors were highlighted. The limitations of this study include the small sample size and insufficient discussion on program design for intermediate-level instructors. Nonetheless, this research can serve as valuable reference material for the development of future re-education programs targeting non-native instructors.