An Autobiographical Case Study on University’s Writing Class Operated in a Synchronous Online Manner －Focusing on the Perception and Reflection of Instructors through the Subject of Writing and Classical Reading at the University of Suwon

Abstract

The purpose of this study is to analyze autobiographical cases in which the university of Suwon's essential liberal arts subject called “Writing and Classical Reading,” was conducted in a synchronous online manner. Through this process, the instructors shared the experiences, perceptions, and reflections that they discovered while practicing these writing classes in the changed educational environment. In addition, the instructors discussed the direction of synchronous online writing classes should take and the new issues required of them within this new environment.</br>Since the outbreak of COVID-19, a series of new studies have accumulated around the keyword “online class” from 2020 to the present, and these new discourses on education have led to various opinions and suggestions on how educational subjects should come up with educational countermeasures amid this pandemic. As a result of synthesizing these new data, I confirmed that instructors were paying attention to the difficulties of ‘interaction’ in the online environment. Therefore, in this study, the instructor's perceptions, reflections, and new practices experienced while operating the class were presented, with a focus on the changed educational environment and the resulting interaction patterns between instructors and learners.</br>As a result of this study, I was able to divide the instructor's perception and reflection into interactions in the technical environment, interactions pertaining to the learner's psychological aspect, and interactions regarding the instructor's practical aspect. In each of these interactions, the new practices attempted by the instructor could be summarized as “in-depth classroom practices,” practices for high context environments, “vivid voices” and relational communication environments, and “shared identities” and practices for the environment of practical knowledge.</br>In the future, many researchers will need to respond quickly to the changing trends of the times and share their experiences and opinions with other instructors involved in various educational subjects. At the same time, instructors will need to continue to implement new educational practices in their classrooms. Thus, I hope that this research paper contributes to this process in a beneficial and significant way.