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This study explores the achievements, challenges, and avenues for improvement in online project-based learning. It focuses on a class centered on a Korean textbook analysis and development project implemented at a distance learning graduate school. The study introduces the teaching and learning design of a semester-long course and analyzes the learning experiences of the project participants. The data analyzed were reflective journals written by 28 participants at the end of the two projects. Qualitative data analysis revealed five themes: 1) improved competencies as Korean language teachers, 2) the meaning of team dynamics and collaboration, 3) personal reflection and growth, 4) difficulties of project implementation, and 5) suggestions for improving future classes. Participants experienced improvements in their cognitive, behavioral, and affective competencies, and their teamwork and collaborative skills improved as they worked on team-based activities. They also reflected on themselves as teachers and researchers, strengthening their willingness to grow. These learning outcomes suggest that online project-based learning can be a valuable teaching and learning model for Korean teacher education. The difficulties in project implementation include time management, team activities, and the task. These factors are related to suggestions for improving future classes and provide insights into the improvements to be implemented in online project-based learning. The results have implications for instructors who want to strengthen Korean teachers' practical teaching competencies through online education.
Seongwon Bang (Sun,) studied this question.