Teaching-Learning Experiences in a General Education Classical Reading Course across Face-to-Face, Blended, and Online Instructional Modes : Focusing on the Humanities Classics Reading Course

This study examines how the transition from face-to-face instruction to blended and fully online formats reshaped the concept of learning achievement and the meaning of teaching-learning experiences in a university general education course on classical reading, Humanities Classics Reading. The research analyzed three instructional phases: face-to-face classes in 2022, LMS-based blended classes in 2023-2024, and LXP-based fully online classes in 2025. Qualitative data were drawn from students’ open-ended course evaluation responses and instructional operation materials collected across these instructional modes.The analysis revealed that, regardless of instructional format, students perceived that reading classical texts contributed to the deepening of thought and the expansion of understanding, indicating that the course consistently functioned as a general education subject fostering critical thinking and reflective comprehension. However, as instructional modes shifted from face-to-face to blended and fully online formats, students increasingly reported heightened learning burdens related to assignments and assessment methods. In particular, in the fully online setting, concerns regarding assessment validity and operational stability became more prominent.These findings suggest that as the core achievement of classical reading instruction moves from collaborative close reading and immediate interaction toward iterative reading, cumulative interpretation, and reflective learning experiences, misalignment between instructional design and assessment systems may manifest as tension in learners’ experiences. Based on this analysis, the study argues for the necessity of moving beyond reliance on individual instructors’ personal commitment and instead calls for the institutional development of instructional design principles and process-oriented, interpretation-centered assessment criteria tailored to the characteristics of classical reading courses.By concretely analyzing how the meaning of classical reading instruction is reconfigured through instructional mode transitions, this study offers practical implications for improving the quality and sustainability of online general education.