Earticle

이 연구에서는 코로나19(COVID-19) 대유행 이후 전 세계 교육현장에서 활용되고 있는 비동기식 온라인 수업의 학습효과에 대해 분석하고자 한다. 이를 위해 2019년에 오프라인 대면으로 진행되고, 2020년에 코로나로 인해 비동기식 온라인으로 진행된 HTML5 웹프로그래밍 과목의 강의평가와 기말고사 문항을 비교 분석하였다. 분 석 결과, 두 수업방식 사이에 유의미한 차이가 도출되지는 않았지만, 전체 교과과정의 온라인 수업 적용에 대한 우 려와 달리, 동영상 기반 온라인 수업의 강의평가와 기말고사 점수가 높게 나타나 향후 온라인 수업의 구성과 관리가 잘 이루어질 경우 오프라인 수업보다 더 효과적일 수 있다는 가능성을 볼 수 있었다.

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.

本研究は、サイバー大学における日本語教育の非対面特性に起因する「孤立」「動機づけ低下」「個別化の困難」を、授業改善の三軸—①非同期型コンテンツ、②リアルタイム・個別指導、③学習データ活用と教育DX—の効果として学習者視点から体系的に検証したものである。対象は2025年度開講の4科目受講者で、オンライン調査（有効回答79件）を実施し、5段階リッカート尺度による回答をもとに、〔学習エンゲージメント（認知・情意・行動・社会）、ARCSに基づく動機づけ、レベル適合／リアルタイム支援／1対1指導の有効性、DX活用（進捗可視化・H5P・YouTube）、授業満足度と改善ニーズ〕の五つの観点から分析を行った。 主要結果は次のとおりである。非同期型の継続支援は理解・応用（5段階評価で平均4.26）と楽しさ・意欲（4.18）を高め、自己調整学習を促進した。リアルタイム支援はレベル適合（4.22）と安心感に寄与し、1対1指導は参加者で発話力向上が示唆されたが、参加率は38％にとどまり、時間的制約が阻害要因であった。リアルタイム質問・相談のしやすさは3.88である。DX活用ではH5P（4.05）とYouTube（4.32）が理解補強と進捗管理に有効だった一方、社会的エンゲージメントは相対的に低く、孤立感軽減は3.62にとどまった。授業全体の満足度は4.37と高水準である。結論として、三軸の授業改善は非対面型日本語教育における学習継続・学習効果の向上に有効であることが学習者データにより裏づけられた。他方、学習共同体の形成とリアルタイム支援のアクセシビリティ（時間帯の多様化・予約の柔軟化・録画／オンデマンド型フィードバック）の強化が今後の要件である。本研究は、断片的に報告されてきた実践を三軸で理論化し、学習者視点から統合的に検証することで、非対面型日本語教育の質保証に資する実践指針を提示した。

This study investigates instructional improvements implemented to address key challenges in fully online Japanese language education at cyber universities, including learner isolation, fluctuating motivation, and limited opportunities for individualized support. Over several years, the author developed enhancements along three axes: (1) innovative asynchronous content to support self-paced learning, (2) real-time and individualized instruction to provide immediate feedback and tailored guidance, and (3) DX-based learning design utilizing digital tools and learning analytics. To evaluate the effectiveness of these practices, an online survey was conducted with 79 learners enrolled in four Japanese language courses in 2025. The analysis focused on learning engagement, ARCS-based motivational support, perceived usefulness of individualized instruction, acceptance of DX-based learning design, and overall satisfaction. The results indicated that asynchronous content?such as staged tasks, quizzes, and video materials?effectively enhanced comprehension (M = 4.26) and motivation (M = 4.18). Real-time instruction delivered via telephone and Zoom contributed to appropriate level adjustment (M = 4.22) and confidence building, although participation remained limited (38%) due to scheduling constraints. DX-based design?including LMS logs, H5P, and YouTube resources?supported comprehension and progress monitoring but had weaker effects on fostering social interaction (M = 3.62). Overall satisfaction was high (M = 4.37). These findings suggest that the three instructional axes promote learning continuity and achievement in fully online Japanese language education. At the same time, further improvements are needed to strengthen learning communities and increase accessibility to real-time support. This study offers practical guidelines for enhancing motivation, personalizing instruction, and advancing DX-driven course design in online language education.