융합정보논문지 (Journal of Convergence for Information Technology)

중소기업융합학회 (Convergence Society for SMB)
권호 표지
DOI QR코드

DOI QR Code

플립드 러닝 기반 팀 협동학습 적용 효과분석 연구

Analysis about the effect of flipped learning based team activity

  • 박복남 (용인송담대학교 의료정보과) ;
  • 신미경 (나사렛대학교 간호학과) ;
  • 전혜진 (나사렛대학교 간호학과)
  • Park, Boc-Nam (Department of Medical Informatics, Yong-In Songdam College) ;
  • Shin, Mee-Kyung (Department of Nursing, Korea Nazarene University) ;
  • Jeon, Hye-Jin (Department of Nursing, Korea Nazarene University)
  • 투고 : 2019.05.16
  • 심사 : 2019.06.20
  • 발행 : 2019.06.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 전통적인 강의와 플립드 러닝 팀 협동학습 적용에 따른 수업경험, 의사소통 불안 차이와 학습만족도 및 학습지속의향 정도를 알아보기 위한 연구로 간호대학생 54명을 대상으로 수행되었다. 전통적인 강의를 4주, 플립드 러닝 기반 협동학습을 4주 수행한 후 변수값의 차이를 paired t- test로 비교하였다. 연구결과 학습자의 수업경험은 정서적영역의 정서적 상태변인과 활동성 변인 모두 강의식 전통학습보다 플립드 러닝 기반 팀 협동학습 이후 평균값이 통계적으로 유의하게 높았으며(t=-3.80, p=.000; t=-3.35, p=.001), 동기적영역의 변인인 수업활동조절(t=-3.07, p=.003), 자신의 능력(t=-2.48, p=.016), 수업참여 정도(t=-3.25, p=.002)에서도 플립드 러닝 기반 팀 협동학습에서 평균이 통계적으로 유의하게 높았다. 플립드 러닝 기반 팀 협동학습이 의사소통 불안(t=1.85, p=.069)을 개선하는 데 통계적으로 유의한 결과를 보이지 않았다. 대학생 상대로 연구한 협동 학습 적용 결과 수업 만족도가 높았으며 지속적인 학습의 관심을 보였다.

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.

키워드

Table 1. General characteristics of the subjects

JKOHBZ_2019_v9n6_44_t0001.png 이미지

Table 2. Differences in the degree of class experience of the subjects

JKOHBZ_2019_v9n6_44_t0002.png 이미지

Table 3. Differences in the degree of communication anxiety of the subject

JKOHBZ_2019_v9n6_44_t0003.png 이미지

Table 4. Learning satisfaction and continuation of Flipped learning based team activity

JKOHBZ_2019_v9n6_44_t0004.png 이미지

참고문헌

  1. P. Salmon. & B. Young. (2009). Dependence and caring in clinical communication: The relevance of attachment and other theories. Patient Education and Counseling, 74(3), 331-338. https://doi.org/10.1016/j.pec.2008.12.011
  2. M. Coffey & J. Hewitt. (2008). 'You don't talk about the voices': Voice hearers and community mental health nurses talk about responding to voice hearing experiences, Journal of Clinical Nursing, 17(12), 1591-1600. https://doi.org/10.1111/j.1365-2702.2007.02185.x
  3. H. M. Son, H. S. Kim, M. H. Koh & S. J. Yu.. (2001). Analysis of the communication education in the undergraduate nursing curriculum of Korea. The Journal of Korean Academic Society of Nursing Education, 17(3), 326-434.
  4. G. J. Lee. (2011). Communication and nursing (3rd ed.). Seoul : Shin kwang publishing co.
  5. M. S. Kim. (2016). Communication Education for the Improvement of Collegiate Interpersonal Skills, Hanminjok Emunhak, 73, 203-233.
  6. S. Trenholm & A. Jensen. (2008). Interpersonal communication (6th ed.). New York : Oxford University Press.
  7. S. K. Hwang & Y. J. Lee. (2015). Interpersonal communication competence and social anxiety in nursing students. The Journal of Korean Academic Society of Nursing Education, 21(4), 518-527. https://doi.org/10.5977/jkasne.2015.21.4.518
  8. N. O. Cho, Y. S. Hong & H. S. Kim. (2001). Study of nurse's interpersonal conflict and communication. The Journal of Korean Academic Society of Nursing Education, 7(2), 369-378.
  9. J. H. Kim & J. S. Lee. (2013). The experience of clinical nurses' interpersonal conflict. Journal of Qualitative Research, 14(1), 70-80. https://doi.org/10.22284/qr.2013.14.1.70
  10. J. C. McCroskey, M. J. Beatty, P. Kearney & T. G. Plax. (1985). The content validity of the PRCA‐24 as a measure of communication apprehension across communication contexts. Communication Quarterly, 33(3), 165-173. https://doi.org/10.1080/01463378509369595
  11. Korean Accreditation Board of Nursing Education. (2015). Accreditation of nursing education guideline. http://kabone.or.kr/kabon02/index04.php
  12. F. Ozdamli & G. Asiksoy. (2016). Flipped Classroom Approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105. https://doi.org/10.18844/wjet.v8i2.640
  13. E. G. Kim. (2016). Application of flipped learning in database course. Journal of the Korea Institute of Information and Communication Engineering, 20(4), 847-856. https://doi.org/10.6109/jkiice.2016.20.4.847
  14. H. J. Han, C. Lim, S. L. Han & J. W. Park. (2015). Instructional strategies for integrating online and offline modes of flipped learning in higher education. Journal of Educational Technology, 31(1), 1-38. https://doi.org/10.17232/KSET.31.1.001
  15. J. Leem. (2016). Teaching and learning strategies for flipped learning in higher education: A case study. Journal of Educational Technology, 32(1), 165-199. https://doi.org/10.17232/KSET.32.1.165
  16. M. Csikszentmihalyi & B. Schneider. (2001). Becoming adult: How teenagers prepare for the world of work. New York : Basic Books.
  17. S. E. Peterson, & J. A. Miller. (2004). Comparing the quality of students' experiences during cooperative learning and large-group instruction. The Journal of Educational Research. 97(3), 123-133. https://doi.org/10.3200/JOER.97.3.123-134
  18. H. Y. Choi. (2007). Learners' Experiences during Cooperative Learning in a College English Reading Classroom. Doctoral dissertation. Chonnam National University, Chonnam.
  19. N. M. Shin. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education. 24(1), 69-86. https://doi.org/10.1080/01587910303048
  20. S. A. Jo. (2013). The influence of university students' online course experience and level of self-directed learning strategy on learning satisfaction and persistence. Master's thesis. Korea National University of Education, Cheongju.
  21. R. T. Johnson, D. W. Johnson & B. Bryant. (1973). Cooperation and competition in the classroom. The Elementary School Journal, 74(3), 172-181. https://doi.org/10.1086/460817
  22. Y. Lee. & S. Youn. (2017). Reconstructing the Meaning of Flipped Learning by Analyzing Learners' Experiences. Journal of Engineering Education Research, 20(1), 53-62 https://doi.org/10.18108/jeer.2017.20.1.53
  23. Y. S. Choi & J. Y. Kim. (2018). Effects of flipped Llearning in core competencies of nursing students: based on communication, problem solving, and self-directed learning. Journal of Learner-Centered Curriculum and Instruction. 18(19), 1163-1182. https://doi.org/10.22251/jlcci.2018.18.19.1163
  24. Y. S. Lee & Y. Eun. (2016). The effect of the flipped learning on self-efficacy, critical thinking disposition, and communication competence of nursing students. Journal of Korean Academic Society of Nursing Education, 22(4), 567-576. https://doi.org/10.5977/jkasne.2016.22.4.567
  25. N. Baghcheghi, H. R. Koohestani & K. Rezaei. (2011). A comparison of the cooperative learning and traditional learning methods in theory. classes on nursing students' communication skill with patients at clinical settings. Nurse education today, 31(8), 877-882. https://doi.org/10.1016/j.nedt.2011.01.006
  26. Y. H. Kim, & M. S. Kang. (2015). The effects of action learning in communicative competence and interpersonal competence of university students. Korean Journal of General Education, 9(4), 211-243.