Kényszertávoktatásból személyes oktatásba: oktatási élmények és kultúrafüggő tényezők hatásai Magyarországon tanuló koreai egyetemi hallgatók esetében
Abstract
In Hungary the spring term of the academic year 2020-2021 and the autumn term of the academic year 2021-2022 were conducted in different modes of education: the spring term was characterised by emergency remote teaching while the autumn term was conducted in person. During the in-person term that followed emergency remote teaching, the overall academic performance of Korean students studying at Károli University perceptibly fell. This study seeks to offer an explanation to this phenomenon with the help of a series of semi-structured qualitative interviews with the Korean students concerned. The results seem to show that the drop in academic performance can be attributed to Korean students’ former education experience and culture-dependent factors. It is also concluded that students also require support during their transition from emergency remote teaching to in-person education.
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