Abstract
The emergence of online teaching hasbrought new opportunities to computer coding education. In this paper, weexamine how the move online is generating a new kind of dynamic within computerprogramming classes on an online EdTech platform in South Korea. As theplatform seeks to solve some old problems within large-scale programmingclasses, such as machine dependency and labor-intensive operation, its onlineclasses face unique challenges arising from temporal and spatial separation.The new environment requires that class participants coordinate their actionsand relationships with other members, which means technical adjustments andhuman adaptations. Instructors, students, and managers form a distinctivethree-party relationship as they respond to the tricky problems of onlineteaching, such as the time delay between audio and video transmission. Theautomation of evaluation labor by the platform also influences the humanrelationship as well as educational efficiency. Our study suggests that the mostchallenging task in online EdTech experiments would not be to move classesonline completely, but to rearrange roles, identities, and relationships withinthe class.
Keywords: Online education coding educationEdTech automation South Korea
