Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

A Convergence Study on the Effects of Blended Learning on the Self-directed Learning Ability and Learning Satisfaction of Nursing Students

블렌디드 러닝을 적용한 학습이 간호대학생의 자기주도학습능력과 학습만족도에 미치는 효과에 관한 융합연구

  • Ha, Yun-Ju (Dept. of Nursing Science, Honam University) ;
  • Woo, Sang-Jun (Dept. of Nursing Science, Dongshin University) ;
  • Seo, Nam-Sook (Dept. of Nursing Science, Dongshin University)
  • Received : 2018.08.20
  • Accepted : 2018.11.20
  • Published : 2018.11.28
Download PDF
⟨ Previous Next ⟩

Abstract

The present study is a convergence study aimed at investigating the effects of the blended learning method on self-directed learning and learning satisfaction of nursing students. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=70) or control group(n=68). Data was analyzed using ${\chi}^2$-test, independent t-tset, and ANCOVA. The results of this study showed that self-directed learning(F=4.122, p=.044), learning satisfaction (F=4.714, p=.032) were significantly higher in the experimental group with blended learning applied than in the control group that received lecture courses for the subject adult health nursing. In other words, this study found that the blended learning method, which was designed to enable students to learn given tasks on their own outside teaching-centered lectures, can enhance the learning ability of nursing students. The results of this study indicate the need to conduct repeated studies regarding blended learning in various subjects and to develop content considering self-directed learning and learning satisfaction of learners.

본 연구는 블렌디드 러닝 학습방법이 간호대학생의 자기주도학습능력과 학습만족도에 미치는 효과를 확인하기 위한 융합연구이다. 연구설계는 비동등성 대조군 전후 설계의 유사실험 연구이다. 연구대상은 J도 소재 간호학과 3학년 학생으로 실험군 70명, 대조군 68명 총 138명이었다. 자료분석 방법은 ${\chi}^2$-test, independent t-tset, ANCOVA를 사용하였다. 본 연구결과 성인간호학 전공 교과목에서 블렌디드 러닝을 적용한 학습을 받은 실험군은 기존 면대면 강의식 수업을 받은 대조군보다 자기주도학습능력(F=4.122, p=.044)과 학습만족도(F=4.714, p=.032)가 통계적으로 유의하게 높았다. 즉, 교수중심 강의에서 벗어나 학생 스스로 주어진 과제를 학습하도록 설계된 블렌디드 러닝 학습법이 간호대학생의 학습역량을 함양할 수 있다는 것이 본 연구결과에서 확인되었다. 본 연구의 결과를 바탕으로 추후 다양한 교과목에서 블렌디드 러닝을 적용한 반복 연구가 필요하며, 학습자들의 자기주도학습능력과 학습만족도를 고려한 콘텐츠 개발이 필요하다.

Keywords

OHHGBW_2018_v9n11_509_f0001.png 이미지

Fig. 1. Adult Nursing II Lecture Scene

Table 1. Homogeneity Test of Characteristics between Experimental and Control Groups

OHHGBW_2018_v9n11_509_t0001.png 이미지

Table 2. Homogeneity Test of Dependent Variables between Experimental and Control Groups

OHHGBW_2018_v9n11_509_t0002.png 이미지

Table 3. Difference of the Self-directed Learning and Ability Learning Satisfaction betweenExperimental and Control Groups

OHHGBW_2018_v9n11_509_t0003.png 이미지

Table 4. ANCOVA analysis of self-directed learning ability of the post experimental two groups

OHHGBW_2018_v9n11_509_t0004.png 이미지

Table 5. ANCOVA analysis of learning satisfaction in the post experimental two groups

OHHGBW_2018_v9n11_509_t0005.png 이미지

References

  1. Korean Accreditation Board of Nursing Education. (2003). Nursing Education Accreditation Assessment. Retrieved July 28, 2018 at http://www.kabone.or.kr/kabon02/index.php.
  2. P. S. Kim, S. W. Choi, H. G. Kang, K. T. Jeon & M. K. Jhun. (2017). Development of a Blended-learning based Online Self-directed Learning Ability Measurement Scale for Youth. Journal of Digital Convergence, 15(4), 1-11. DOI : 10.14400/JDC.2017.15.4.1
  3. J. H. Kang. (2011). A Study on Utilizing SNS to Vitalize Smart Learning. Journal of Digital Convergence, 9(5), 265-274. https://doi.org/10.14400/JDPM.2011.9.5.265
  4. J. J. Woo, B. N. Kim & O. H. Lee. (2009). A study on the blended learning as an alternative of face-to-face learning in university. Journal of Korean Institute of Information Technology, 7(2), 219-225.
  5. S. I. Park, S. E. Lee & J. E. Song. (2007). Major factors influencing effective on/offline learning on the blended learning in higher education. The Journal of Yeolin Education, 5(1), 17-45.
  6. N. S. Seo, S. J. Woo & Y. J. Ha. (2015). The Effects of Self-directed Learning Ability and Motivation on Learning Satisfaction of Nursing Students in Convergence Blended Learning Environment. Journal of Digital Convergence, 13(9), 11-19. DOI : 10.14400/JDC.2015.13.9.11
  7. S. M. Kim. (2017). The Effect of Blended Learning Approach on Academic Achievement and Self Directed Learning Skills of Nursing Undergraduate Students. Journal of the Korean Contents Association, 17(12), 330-338.
  8. H. S. Jung. (2005). Effects of self-directedness, task values, and learning types on learner satisfaction and achievement. master's thesis. Ewha Womans University, Seoul.
  9. Y. S. You. (2006). The Effect of Self-directed Learning Ability and Motivation on Performance in Distance Learning. master's thesis. KongJu National University, Chungnam.
  10. P. S. Jang. (2012). Effect of Flow Experience, Self-directed Learning Readiness and Internet Addiction on Academic Achievement in Web-based Computer Education. Journal of Digital Convergence, 10(1), 293-300. https://doi.org/10.14400/JDPM.2012.10.1.293
  11. J. Y. Han. (2013). The effects of intrinsic motivation, and e-learning strategies on learning satisfaction of nursing students in blended e-learning environment. The Journal of Korean Academic Society of Nursing Education, 19(1), 16-23. https://doi.org/10.5977/jkasne.2013.19.1.16
  12. J. Y. Han & E. H. Lee. (2010). Learner's perception and learning satisfaction on e-learning in the university blended learning environment. The Journal of Korean Association of computer education, 13.
  13. L. M. Guglielmino. (1978). Development of the Self-Directed Learning Readiness Scale. Doctoral dissertation, ProQuest Information & Learning.
  14. T. K. Jeon. (2009). The effects of an e-learing information literacy instruction program on self-directed learning ability of university students. master's thesis. Soongsil Universtity, Seoul.
  15. J. M. Kell. (1987). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8), 1-7. https://doi.org/10.1002/pfi.4160260802
  16. K. S. Cho. (2016). Adult Nursing. Seoul : Hyunmosa.
  17. J. Y. Jung. (2017). The Effect of the Flipped Learning on Self-directed and Self-regulation Competence of Pre-teacher Students Korean Association for Learner-centered Curriculum and instruction. 17(4), 215-235.
  18. J. I. Choi & J. S. Choi. (2012). The effects of learning plans and time management strategies on college students' self-regulated learning and academic achievement in e-learning. Journal of educational studies, 43(4), 221-244.
  19. B. N. Kim. (2006). A Comparison Study on the Instruction Effects of Blended Learning and Traditional Face-to-Face Learning in University. master's thesis. Sungshin Women's University, Seoul.
  20. H. J. Lee. (2012). The effects of a blended learning model on self-directed learning in higher English education. The Journal of Educational Information and Media, 18(1), 1-24.
  21. H. J. Kim & K. H. Rha. (2014). The effect of middle School students'participation in a blended learning program on their English achievement. Secondary English Education, 7(3), 49-74.
  22. J. Han. & H. Ihm. (2011). Effects of digital English textbookbased blended learning on reading achievement and selfdirected learning ability. Modern English Education, 12(3), 384-405.
  23. J. H. Leem. (2007). Effects of blending type of online-offline and reflective activity on self-directed learning and learning achievements in higher education course based on blended learning. The Journal of Educational Information and Media, 13(4), 49-76.
  24. G. H. Lee. (2007). Effects of blended project-based learning on self-directed learning ability and academic achievement according to the personality type and the sex. master's thesis. Incheon University. Incheon.
  25. D. W. Seo & H. J. Han. (2003). A case study of community-based project learning using on-line and off-line learning. Korea Education and Research Information Service Research Report, KR 2003-17.
  26. B. S. Cho. (2006). The Difference of Self-directed Learning and Learning Attitude of Children on Blended Learning Project. master's thesis. Sookmyung Women's University. Seoul.
  27. K. O. Kim(2005). The effect of inquiry learning using blended-learning stratagy on self-directed learning and academic achievement. master's thesis. Incheon University. Incheon.