[논문]비대면 원격 수업에서 간호대학생의 학업성취도에 영향을 미치는 요인

박순아; 이승민

doi:10.17703/jcct.2022.8.5.111

비대면 원격 수업에서 간호대학생의 학업성취도에 영향을 미치는 요인
Factors Affecting Academic Achievement of Nursing Students in Non-face-to-face Distance Learning 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.8 no.5, 2022년, pp.111 - 119

박순아 (거제대학교 간호학과) , 이승민 (거제대학교 간호학과)

초록
AI-Helper

연구의 목적은 비대면 원격 수업에서 간호대학생의 자기주도학습능력, 교수실재감, 학습몰입, 학업성취도 간의 상관관계를 파악하고, 학업 성취도에 영향을 미치는 요인들을 규명하기 위함이다. 2021년 6월 1일부터 6월 20일까지G시에 위치한 일 개 대학 간호대학생 150명을 편의표집 하였으며, 부적절한 응답자를 제외한 146명의 자가보고 설문지를 SPSS/WIN 23.0 프로그램을 이용하여 분석하였다. 본 연구결과 지각된 학업 성취도는 자기주도학습능력, 교수실재감. 학습몰입과 유의한 정적 상관관계를 보였다. 회귀분석 결과 학습몰입, 자기 주도 학습능력과 교수실재감은 학업성취도에 대해 67.0%의 설명력을 보였다. 따라서 본 연구를 토대로 비대면 수업에서 간호대학생의 자기주도학습능력, 교수실재감, 학습몰입을 함께 향상 시킬 수 있는 수업설계와 맞춤형 교육방법을 적용한다면 학업성취도 향상에 더 효과적일 것이다.

Abstract ▼ AI-Helper

This study examined the relationship of self-directed learning ability, teaching presence, learning flow and academic achievement of nursing students in non-face-to-face class. Data were collected through self reported structured questionnaire in 146 nursing students from June 19 to 20, 2021. Data were analyzed using SPSS/WIN 23.0. As a result this study, academic achievement was positively correlated with self-directed learning ability, teaching presence and learning flow. As result regression analysis, learning flow, self-directed learning ability and teaching presence explained 67% of the academic achievement in nursing students. Therefore, based on this study it will be more effective to improve academic achievement of instructional design and customized instructional methods that can improve self-directed learning ability, teaching reality and learning commitment are applied together in non-face-to-face classes.

주제어

표/그림 (5)

표 표 1. 대상자의 일반적 특성 Table 1. General characteristics of participant (N=146)
표 표 2. 자기주도학습능력, 교수실재감, 학습몰입, 학업성취도정도 Table 2. Mean scores of self-directed learning ability, teaching presence, learning flow, academic achievement (N=146)
표 표 3. 일반적 특성에 따른 학업성취도 차이 Table 3. Differences in academic achievement by general characteristics (N=146)
표 표 4. 자기주도학습능력, 교수실재감, 학습몰입, 학업성취도간의 관계 Table 4. Correlations among self-directed learning ability, teaching presence, learning flow, academic achievement (N=146)
표 표 5. 학업성취도에 영향을 미치는 요인 Table 5. Influencing factors on perceived academic achievement (N=146)

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