Evaluation of the online heritage interpretation training course: A case of the newly developed heritage interpretation competency training for heritage interpreters

다국어 초록 (Multilingual Abstract)

This thesis paper evaluates the effectiveness of a newly developed online heritage interpretation competency strengthening training courses designed for staff members of the Korea Forest Welfare Institute and on-site heritage interpreters operating in the territory of the Republic of Korea. The evaluation is conducted using Kirkpatrick’s Four Level Training Evaluation Model, encompassing: Level 1: Reaction, Level 2: Learning, Level 3: Behavior, and Level 4: Results. The research objectives include assessing the training program’s relevance to trainees, gauging knowledge acquisition, exploring the application of learned skills, and evaluating the overall outcomes of the training. The research questions focus on the effectiveness of the training on enhancing knowledge and skills of trainees, the application of learning outcomes to improve job performance, the suitability of online platforms for heritage competency training, and the perceived effectiveness of the active learning approach. 1 The author of this thesis is a Global Korea Scholarship scholar sponsored by the Korean Government. Statistical analyses, including factor analysis, reliability, and descriptive analyses, reveal positive outcomes across all levels of the Kirkpatrick Model. Findings indicate a high level of trainee satisfaction with the training sessions, particularly in terms of the comprehensiveness of the training content and establishing the theoretical and practical foundations of heritage interpretation. Positive outcomes are reported regarding knowledge acquisition, the effectiveness of assignments, and the impact of instructor feedback on the professional growth of trainees. The active learning approach is shown to have a transformative impact on trainees, fostering a deeper understanding of forest interpretation and critical thinking. The flexibility of the online learning platform is acknowledged, with suggestions for blending with classroom learning to optimize the educational experience. The training courses receive high praise for their content and theoretical foundations. Results demonstrate a paradigm shift in trainees’ approaches to heritage interpretation. Addressing identified technical concerns, such as refining course titles, improving the online learning experience, and optimizing scheduling, will contribute to further enhancing the effectiveness of the training sessions. The transformative impact on trainees’ perspectives and practices positions the training courses as a valuable contributor to the field of heritage interpretation.

Keyword: heritage interpretation, heritage competency training, online learning, active learning.

목차 (Table of Contents)

• TABLE OF CONTENTS
• Ⅰ. INTRODUCTION 1
• 1. Background Information 1
• 2. Statement of the Problem 4
• 3. Research Purpose 6
• 4. Objectives 7
• 5. Research Question 8
• 6. Thesis Structure 9
• II. LITERATURE REVIEW 10
• 1. Defining Heritage and Interpretation 10
• 1) Definition of Heritage 10
• 2) Definition of Interpretation 12
• 2. Heritage Interpretation as a Management Tool 19
• 3. Management Issue and Challenges of Heritage Interpretation 21
• 4. The Influence of Heritage Interpretation on Visitor’s Experience 27
• 5. Interpretation Methods at Heritage Visitors Attractions 34
• 6. Commodification of Heritage Interpretation 37
• 7. Role of Communication in Heritage Interpretation 39
• 8. Heritage Education and Educational Approaches to Heritage Interpretation 51
• 1) Heritage Education 51
• 2) Educational Approaches to Heritage Interpretation 53
• 9. Learning Environment: online vs traditional learning for adult learners 57
• 10. Application of Active Learning Approach to Heritage Interpretation Competency Training 62
• 1) Understanding Active Learning Approach 62
• 2) Effectiveness of Active Learning Approach 63
• 3) Active Learning Approach Techniques 65
• 11. Significance of Evaluation of Heritage Interpretation Competency Training Course 70
• 12. Kirkpatrick’s Four Level Model of Training Evaluation 75
• III. RESEARCH METHOD 78
• 1. Method 78
• 2. Training conducting mode and training course at a glance 80
• 3. Survey Instruments 83
• 4. Data Collection and Analysis Procedures 84
• IV. RESULT 86
• 1. Data Analysis 86
• 1) Descriptive Analysis of Demographic Characteristics 86
• 2) Factor Analysis of close-ended questionnaire 88
• 3) Descriptive Analysis of open-ended questionnaire 92
• 2. Results of Analysis 102
• V. DISCUSSION AND CONCLUSION 108
• 1. Discussion of key findings 108
• 2. Limitations 111
• 3. Implications 111
• 4. Recommendations 112
• 5. Conclusion 115
• REFERENCES 118
• ABSTRACT 151
• APPENDIX 153
• ACKNOWLEDGEMENT 157