Designing a Hyflex Learning System for Korean Buddhist Monks’ Remote Education: A Rapid Prototyping Approach

• In Event: Approaches to enhancing remote education, teacher satisfaction and digital transformations in education

Proposal

This study examines the development of a HyFlex learning system specifically designed for the remote education of Korean Buddhist monks within the Jogye Order. The research addresses the challenges posed by the rapid digital transformation of education, particularly in light of disruptions caused by the COVID-19 pandemic, which significantly impacted traditional face-to-face training (Baek, 2021; Jogye Order Education Institute, 2022; Lee, 2020). The study aims to identify the essential components for effective remote training of Buddhist monks and to delineate the specific function and policy required for a monk virtual learning environment (VLE).

The theoretical framework of this study is anchored in learner-centered pedagogy (LCP), which emphasizes the learning skills, expectations, experiences, perspectives, backgrounds, interests, abilities, and aptitudes of individual learners, alongside the principles of HyFlex learning design (Allen et al., 2006; Ahn & McEachin, 2017; McCombs & Whisher, 1997). The study integrates the four fundamental elements of HyFlex learning: learner choice, reusability, equivalency, and accessibility (Beatty, 2014, 2019; Cukurova et al., 2020). Additionally, it considers the distinctive characteristics of Korean Buddhist monks as learners, such as their varied ages, nationalities, affiliations, roles, responsibilities, and educational backgrounds.

Methodologically, the research employs a rapid prototyping model (Carey et al., 2009; Tripp and Bichelmeyer, 1990), which includes a learner needs analysis conducted via a web survey of 150 monks with remote training experience and a review by 14 panelists using the Delphi technique (Ziglio, 1996). The learner needs analysis examines factors such as operational status, satisfaction, perceived effectiveness, participation, and considerations for system design. The Delphi technique assesses the validity of the prototype model for the remote training of Korean Buddhist monks based on expert consensus.

The findings of the study culminated in the development of a comprehensive HyFlex learning system design for monk remote training, consisting of 11 main components and 31 sub-components. Key components include learner analysis through initial learning content analysis, a kick-off meeting, HyFlex course design, emergency distance education design, rapid prototype model design, instructor roles and competencies, implementation, learning management system, operation management, and course evaluation.

The core element of the HyFlex learning design emphasizes learner-centeredness and incorporates principles of reusability, learner choice, accessibility, and equivalency. The system also includes provisions for emergency remote teaching to ensure continuity during unforeseen circumstances.

This research makes a significant contribution to the field of comparative and international education by addressing the intersection of traditional religious education and virtual learning approaches. It presents a novel application of HyFlex learning principles to monastic education, potentially bridging the gap between ancient wisdom and modern pedagogical practices.

Moreover, the research offers insights into designing distance education systems for learners with unique characteristics, which could be applicable to other specialized educational contexts. The focus on learner choice and flexibility aligns with the growing trend of personalized learning in virtual environments. The study also contributes to the broader discussion on digital transformation in education, particularly within religious and cultural institutions, demonstrating how traditional educational practices can integrate modern technological advancements without compromising core values and objectives.

However, the research acknowledges limitations, such as the need for practical implementation and usability testing of the designed system. Future research directions include expanding the learner sample size, conducting in-depth qualitative interviews, and exploring the system's applicability to other areas of religious education.

In summary, this study presents an innovative approach to modernizing monastic education through digital means, offering a model that could inspire similar initiatives in other religious or traditional educational contexts. It contributes to the ongoing dialogue about the role of technology in preserving and transmitting cultural and spiritual knowledge in an increasingly digital world.

Authors

• Stella Micheong Cheong, Yonsei University

• KWANG HYUN HAN, Gwangmyeong Seonwon