Transformation of University Teaching Methods in South Korea: Crisis and New Sustainable Forms of the Education Process

ABSTRACT

The purpose of this research paper is focused on new forms of teaching methods in South Korean universities, and it aims to explain how to integrate transformative education approaches to teaching innovation and stimulate the creativity that remains latent in and around most universities. The sudden transition from face-to-face to online learning has, however, posed numerous challenges for students, teachers, administrators, and education leaders. Drawing on previously published sources, this article first attempts to explain different terms used to describe new sustainable forms of education. It then discusses key challenges posed by the widespread adoption of problem-based and flip-learning approaches in online learning during the Covid-19 pandemic, followed by a discussion of suggestions made by different researchers to enhance the effectiveness of online learning. The research is based on a 2020 online environment story about Korean undergraduate classes. The author uses several research methods in this study such as comparative study, focus group analysis, and interview. The paper reveals two key research question (1) Do special forms of education (flip-learning and problem-based learning) have a positive effect on students' motivation in the online environment? (2) Is the concept "within the online business communication, the class design perspective is now being applied to a much wider range of challenges beyond the traditional concerns, including the search for innovative teaching strategies” actually true? Among major findings in this study are new adopted teaching strategies core principles engaging people to create valuable experiences together while enhancing online network education;and new forms of teaching methods to create a sustainable education process in an online environment. The author believes that the transformation of teaching methods in Korean universities is the new educational imperative and explains how three sets of revolutionary thinking processes and practices—design thinking, value co-creation, and the power of "pull”—can create new opportunities for innovative universities in the era of Covid-19. Practical implications and discussion declare that instead of thinking about "what to build,” the transformation of the education process is about "building in order to think,” and the new form of teaching itself "creates the opportunity to discover new and better ideas at minimal cost.” This research offers university members and investigators a lesson on how revolutionary ideas about teaching methods transformation complement each other and how it is necessary to go on within any type of emergent circumstances. The challenge is then how to bring the different expertises together to reshape how creative ideas arise in the first place, to include both what's not working in the education system at present and what's possible in the future with new technology. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.