융합정보논문지 (Journal of Convergence for Information Technology)

중소기업융합학회 (Convergence Society for SMB)
권호 표지
DOI QR코드

DOI QR Code

간호학과 학생들의 블렌디드 러닝에 대한 인식 -포커스 그룹 인터뷰를 중심으로-

Nursing students' Perception of Blended Learning - Based on Focus Group Interview -

  • 김수진 (제주한라대학교 간호학과)
  • Kim, Soo-Jin (Department of Nursing, Cheju Halla University)
  • 투고 : 2020.04.27
  • 심사 : 2020.06.20
  • 발행 : 2020.06.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 블렌디드 러닝에 대한 간호학과 학생들의 인식을 파악하기 위하여 포커스 그룹 인터뷰를 적용한 질적연구이다. 간호학과 4학년 학생 21명을 4개의 그룹으로 나누어 인터뷰를 통해 자료를 수집하고 내용분석을 실시하였다. 연구결과, 블렌디드 러닝에 대한 간호학생의 인식은 '철저히 준비 되지 않은 적용과 운영', '방향감 상실과 학습 이탈', '일방향 듣기', '편리함'이라는 4개의 주제로 범주화되었다. 학생들은 블렌디드 러닝에 대해 시·공간의 제약없는 반복학습에 대한 만족감을 느끼고 있었지만, 온라인 콘텐츠의 질적 수준, 시스템, 블렌디드 러닝을 적용하기 위한 준비 등에 있어서 미흡함과 불만족스러움을 느끼고 있었다. 향후 간호학 수업에서 블렌디드 러닝의 적용을 위해 먼저 교과과정을 고려한 온·오프라인 수업의 효과적인 설계를 기반으로 수준 높은 온라인 콘텐츠가 개발되어야 한다. 또한 온라인 과정을 지원할 수 있는 시스템적, 행정적, 재정적, 제도적 기반이 마련되어야 할 것이며, 학생들의 자기주도 학습활동을 가이드 해 줄 수 있는 온라인 지원체계가 만들어져야 할 것이다.

This study is a qualitative study in which a focus group interview is applied to explore nursing students' perception of blended learning. 21 students in the 4th grade of nursing department were divided into 4 groups to collect data through interviews and content analysis was conducted. As a result of the study, it was categorized into four topics: 'Application and operation that are not thoroughly prepared', 'Loss of direction and departure from learning', 'One-way listening', and 'Convenience'. Students were satisfied with blended learning which is free from time and space constraints and repetitive, but felt inadequacy and unsatisfactoriness about quality of online contents, system, and preparation for applying blended learning. In order to apply blended learning in the future nursing classes, high-quality online content should be developed based on the effective design of online and offline classes considering the curriculum, and a systematic, administrative, financial, and institutional foundation to support online course should be prepared. In addition, a support system should be created to guide students' self-directed learning activities in online classes of blended learning.

키워드

참고문헌

  1. J. E. Lee. (2016). A Survey on T&I Trainers' Perspectives on Online & Blended Teaching and Learning. The Journal of Translation Studies, 17(1), 81-106. https://doi.org/10.15749/JTS.2016.17.1.004
  2. H. L. Kwon, E. K. Moon & I. W. Park. (2015). A meta-analysis on effects of blended learning in Korea. The Journal of Educational Information and Media, 21(3), 333-359. DOI : 10.15833/KAFEIAM.21.3.333
  3. Y. S. Kim. (2015). Analysis of Student Satisfaction Survey on Computer Practice Subject by Applying Blended Learning. Journal of The Korean Association of information Education, 19(3), 372-284. DOI : 10.14352/jkaie.2015.19.3.373
  4. D. I. Kim., H. J. Lee & J. Y. Son. (2005). Practical Solutions for Establishing Blended e-Learning System to Improve the Quality of University Education. Asian Journal of Education, 6(4), 97-123.
  5. J. Y. Han & E. H. Lee. (2011). Learner's perception and learning satisfaction on e-learning in the university blended learning environment. The Journal of Korean association of computer education, 13(6), 69-76. https://doi.org/10.32431/KACE.2010.13.6.007
  6. N. Y. Kim. (2016). Effects of Online Blended Learning-based Nursing Diagnosis Course in Undergraduate Nursing Education. Journal of The Korean Data Analysis Society, 18(5), 2843-2855.
  7. S. M. Kim. (2017). The Effect of Blended Learning Approach on Academic Achievement and Self Directed Learning Skills of Nursing Undergraduate Students. The Journal of the Korea Contents Association, 17(12), 330-338. DOI : 10.5392/JKCA.2017.17.12.330
  8. 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. DOI : 10.5977/jkasne.2013.19.1.16
  9. H. J. Lee & S. H. Lee. (2007). An investigation of professors' needs to activate blended e-learning system in a conventional university. The Journal of Educational Information and Media, 13(4), 77-102.
  10. E. H. Ji. (2019). High school students' perceptions of parenting education in the technical and home economics class : focus group interviews, Master's thesis. Korea National University of Ecucation, Seoul.
  11. B. N. Lim & J. Lee. (2007). Current Status of e-Learning Contents in Higher Education. The Journal of Educational Information and Media, 13(2), 277-307.
  12. B. N. Lim, J. H. Leem & I. S. Jung. (2003). Current status of cyber education in korean higher education and quality control: the year of 2002. Korea Journal of Educational Research, 41(3), 541-569.
  13. D. H. Kim & W. J. Choi. (2003). The Development & Evaluation Research of Leadership Training Program Through Blended Learning. Journal of Korean Association for Educational Information and Media, 9(4), 147-176.
  14. J. H. Leem. (2007). Effects of Blending Type of Online-Offline and Reflective Activity on Self-Regulated Learning and Learning Achievements in Higher Education Course Based on Blended Learning. The Journal of Educational Information and Media, 13(4), 49-76.
  15. S. J. Kim. (2019). A Study on Nursing Students' Satisfaction in Blended Learning. Journal of The Korea Convergence Society, 10(7), 411-419. DOI : 10.15207/JKCS.2019.10.7.411.
  16. S. N. Lee. (2010). A study on the effects of blended learning on satisfaction and academic achievement. Korean Journal of Accounting Research, 15(3), 113-131.
  17. http://www.veritas-a.com/news/articleView.html?idxno=315176
  18. Y. H. Kee., & H. K. Rho. (2005). A comparison study on the effects of blended learning course and on-line course in a university class. Korea Lifelong Education, 1(1), 63-79.
  19. E. J. Lm. (2009). Possibilities and Limitations of E-learning in Medical Education. Korean Medical Education Review, 11(1), 21-33. DOI : 10.24985/kjss.2009.20.4.885