The emergence of online teaching has brought new opportunities to computer coding education. In this paper, we examine how the move online is generating a new kind of dynamic within computer programming classes on an online EdTech platform in South Korea. As the platform seeks to solve some old problems within large-scale programming classes, such as machine dependency and labor-intensive operation, its online classes face unique challenges arising from temporal and spatial separation. The new environment requires that class participants coordinate their actions and relationships with other members, which means technical adjustments and human adaptations. Instructors, students, and managers form a distinctive three-party relationship as they respond to the tricky problems of online teaching, such as the time delay between audio and video transmission. The automation of evaluation labor by the platform also influences the human relationship as well as educational efficiency. Our study suggests that the most challenging task in online EdTech experiments would not be to move classes online completely, but to rearrange roles, identities, and relationships within the class.
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