Instructors' Response to the Online/Offline Educational Environment after the COVID 19 Pandemic

Abstract

This study aimed to find out the reaction of instructors according to online and offline education in a situation where non-face-to-face classes were introduced in general universities due to COVID_19. For this study, a survey was conducted on professors at K University, and the results of the survey were used in the final analysis of 185 people. The collected data were analyzed using the SPSS 28.0 program. The analysis results are as follows. First, in online education, the main teaching method of instructors were classes using non-real-time recorded videos, and the most advantageous aspect of online education perceived by instructors was the securing of free time. On the other hand, the greatest disadvantage perceived was the absence of immediate feedback from the students and the lack of interaction with them. In addition, media literacy perceived by instructors in online/offline teaching environments showed a positive correlation with online/offline teaching presence and instruction satisfaction. In particular, media literacy and online instruction satisfaction showed the highest positive correlation. Second, there was a statistically significant difference according to the instructor's personal characteristics in teaching presence and instruction satisfaction in the online/offline educational environment. In other words, in the online education environment, female instructors perceived learning promotion and instruction satisfaction to be higher than male instructors. Furthermore, when the major was taken into consideration, this study found that humanities and social science professors perceived learning promotion higher than natural engineering professors. In addition, instructors under the age of 40 perceived media literacy as higher than those over the age of 61. Third, there was a statistically significant difference in teaching presence and instruction satisfaction depending on the online/offline educational environment itself. Specifically, teaching presence and instruction satisfaction were perceived to be higher in the offline education environment than in the online education environment. These results suggest that support for educational programs to improve teaching methods, including media literacy for instructors, should be continuously provided, and differentiated educational programs according to age and major are needed.