• Journal of Christian Education in Korea
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• v.77
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• pp.85-105
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• 2024

The purpose of this study is to formulate the direction of Church education, taking into account the negative effects of digital technologies in the era of the Great Digital Transformation. Firstly, the study discussed comprehension of the Great Digital Transformation and negative effects of digital technologies. The term "Great Digital Transformation" signifies a fundamental shift into a world where everything that surrounds us becomes digital-based. In this era of the Great Digital Transformation, the negative effects of digital technologies are intensifying. Secondly, the study discussed the issue of education and church education during the great digital transformation period. The use of digital technologies has been widespread in schools. However, academic circles have raised concerns about the negative effects of digital technology on both the classroom environment and basic academic skills such as reading ability. Since digital education is becoming more popular, there is a fear that church education may fall behind in a rapidly changing society. In conclusion, the study proposed recommendations for reshaping Church education in the era of the Great Digital Transformation, considering the negative effects of digital technologies. The first is Christian worldview education, which is centered around the faith community. Education in the Christian worldview, learned through the interaction with various faiths within the faith community, encourages critical thinking and reflection on the risks posed by the digital age that are associated with capitalism and meritocracy. The second is Christian care, which is centered around the faith community. Christian care in the era of the Great Digital Transformation will help us to form genuine connections with discriminated, isolated, and lonely souls who suffer from negative effects of digital technologies, guiding them towards the path of salvation.

• Journal of Christian Education in Korea
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• v.78
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• pp.231-262
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• 2024

This study aims to explore the impact of learners' gratitude tendencies on computer reasoning and digital efficacy in a Christian program utilizing metaverse, generative AI, and Scratch at each stage based on design thinking (Chapter I). The subjects of the study are learners who participated in a youth Christian program for two weeks on January 20th and 27th, 2024, consisting of 22 middle and high school students. Gratitude tendencies, computer reasoning, and digital efficacy were measured through post-program surveys, and simple regression analysis was conducted. Open-ended survey questions were used for learner perception analysis (Chapter II). The research results showed that learners' gratitude tendencies significantly influence computer reasoning. Additionally, learners' gratitude tendencies significantly affect confidence and familiarity among the sub-dimensions of digital efficacy, while not showing a significant impact on usefulness. The significance of this study lies in specifically exploring learners' experiential perceptions in metaverse, generative AI, and Scratch utilization in design thinking-based edutech programs in Christian education. It is hoped that the results.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.513-528
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• 2014

The landscape of Christian higher education is changing. Students once spent most of their time in a traditional classroom with a professor, but now they take online and hybrid courses (face to face and online). Some students complete their entire degree in a fully online program. Nearly every type of college in the United States offers online courses. Online learning has clearly moved from a fad to a fixture, and nowhere is that more apparent than at one of the largest universities in the country. As the demand for online course and programs increase, teachers and administrators in Christian universities and colleges face new challenges. Even though some teachers and administrators still believe online education is inferior to traditional face-to-face learning, we found no statistically significant differences in standard measures of learning outcomes between students in the traditional classes and students in the hybrid-online format classes. In this situation, since online education will develop continuously, Christian universities should utilize it variously through complete understanding and research about it predicting the future of online education style.