[논문]간호대학생의 온라인 수업에서 딴짓과 강의만족도가 수업몰입에 미치는 영향

마현희; 김화영; 이은수

doi:10.17703/jcct.2023.9.3.471

간호대학생의 온라인 수업에서 딴짓과 강의만족도가 수업몰입에 미치는 영향
The Effect of Other Behaviors and Lecture Satisfaction on Lecture Flow in Online Classes of Nursing Students' 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.3, 2023년, pp.471 - 480

마현희 (목포가톨릭대학교 간호학과) , 김화영 (목포가톨릭대학교 간호학과) , 이은수 (동아보건대학교 간호학과)

초록
AI-Helper

본 연구는 코로나 19 감염병으로 인하여 실시하게 된 비실시간 동영상수업과 실시간 화상수업에서 딴짓과 강의만족도가 수업몰입에 미치는 영향을 확인하고자 D대학교 간호학과 재학생 550명을 대상으로 2021년 5월 20일∼6월 4일까지 설문지를 수집하고 분석하였다. 연구결과 실시간 화상수업보다 비실시간 동영상수업에서 딴짓을 더 많이 하는 것으로 나타났으며(t=-2.00, p=.046), 강의만족도(t=-1.54, p=.124)와 수업몰입은 실시간 화상수업(t=-.63, p=.529)에서 더 높게 나타났으나 통계적으로 유의하지 않았다. 그러나 두 가지 형태의 온라인 수업에 참여한 2학년 학생의 강의 만족도(t=13.55, p=.000)와 수업몰입(t=4.48, p=.004)이 통계적으로 유의하게 높게 나타났으며, 4학년 학생에서 딴짓이 통계적으로 유의하게 낮게 나타났다(t=4.68, p=.003). 강의몰입에 가장 영향을 미치는 주요 요인은 강의만족도인 것으로 나타났으며, 비실시간 동영상 수업에서(F=128.49, p<.01) 모형의 설명력은 55.1%, 실시간 화상 수업에서(F=77.24, p<.01) 모형의 설명력은 47.2%였다. 향후 동일한 교수자의 두 가지 형태의 온라인 수업과 학습자중심학습 적용 후 나타나는 딴짓, 강의만족도, 수업몰입의 차이를 확인하는 연구가 이루어져야 할 것이다.

Abstract ▼ AI-Helper

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

주제어

표/그림 (5)

표 표 1 간호대학생의 일반적 특성 Table 1. Characteristics of the Participants
표 표 2. 비실시간동영상수업과실시간화상수업에서의딴짓, 강의 만족도 및 수업몰입 Table 2. Comparison of others behaviors, lecture satisfaction, lecture flow in online classes and real-time online classes
표 표 3. 일반적 특성에 따른 비실시간 동영상수업과 실시간 화상수업에서의 딴짓, 강의만족도 및 수업몰입 정도 Table 3. Comparison of others behaviors, lecture satisfaction, lecture flow according to general characteristics in recording online classes and real-time classes of nursing students’
표 표 4. 온라인수업에서의 딴짓, 강의만족도 및 수업몰입 간의 상관관계 Table. 4 Correlation of others behaviors, lecture satisfaction, lecture flow in online classes and face-to-face classes
표 표 5. 온라인 수업의 딴짓과 강의만족도가 수업몰입에 미치는 영향 Table 5. The Effect of other behaviors and lecture satisfaction on lecture flow in

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표제어: PCR

동의어: Packet Collision Rate

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