Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

Factors Affecting Perceived Academic Achievement of Nursing Students in Online Class

온라인 수업에서 간호대학생의 지각된 학업성취도에 영향을 미치는 요인

  • Hong, Se-Hwa (Department of Nursing, Hanil University and Presbyterian Theological Seminary)
  • 홍세화 (한일장신대학교 간호학과)
  • Received : 2022.02.03
  • Accepted : 2022.04.20
  • Published : 2022.04.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study examined the relationship of academic achievement, learning motivation and self-directed learning ability and cognitive presence of nursing students in online class. Data were collected through self reported structured questionnaire in 202 nursing students from October 19 to 30, 2020. Data were analyzed using SPSS/WIN 21.0. As a result this study, academic achievement was positively correlated with learning motivation(r=.45, p<.001), self-directed learning ability(r=.50, p<.001) and cognitive presence(r=.64, p<.001). As a result regression analysis, subjective academic grades, self-directed learning ability and cognitive presence explained 57.0% of the academic achievement in nursing students(F=91.00, p<.001). Therefore, it is necessary to develop various interventions to enhance the self-directed learning ability and to design the classes that increase the cognitive presence.

본 연구의 목적은 온라인 수업에서 간호대학생의 지각된 학업성취도, 학습동기, 자기주도학습능력, 인지적 실재감 간의 상관관계를 파악하고, 지각된 학업성취도에 영향을 미치는 요인들을 규명하기 위함이다. 2020년 10월 19일부터 10월 30일까지 W군에 위치한 일 개 대학 간호대학생 210명을 편의표집 하였으며, 부적절한 응답자를 제외한 202명의 자가보고 설문지를 SPSS/WIN 21.0 프로그램을 이용하여 분석하였다. 본 연구결과 지각된 학업성취도는 학습동기(r=.45, p<.001), 자기주도학습능력(r=.50, p<.001), 인지적 실재감(r=.64, p<.001)과 유의한 양의 상관관계를 보였다. 회귀분석 결과 주관적 성적(β=-.152, p=.001), 자기주도학습능력(β=.102, p=.030), 인지적 실재감(β=.705, p<.001)은 지각된 학업성취도에 대해 57.0%의 설명력을 보였다(F=91.00, p<.001). 따라서 본 연구를 토대로 간호학생들의 자기주도학습능력을 증진시키기 위한 다양한 중재방안을 개발하고, 인지적 실재감을 높이는 수업설계를 하는 노력이 필요하겠다.

Keywords

References

  1. J. W. Kim, Y. S. Park, K. Y. Kim & K. S. Yang. (2021). An analysis of college professors' and students' perceptions and experiences of online classes under the COVID-19 situation. Education Research, 80, 33-58. DOI : 10.17253/swueri.2021.80..002
  2. D. Y. Choi & M. H. Hong. (2021). A study on online class satisfaction and learning commitment of head and neck anatomy students due to Corona 19 -For students in the department of dental hygiene-. Journal of Convergence for Information Technology, 11(5), 168-175. DOI : 10.22156/CS4SMB.2021.11.05.168
  3. Y. O. Nam. (2020). An analysis of needs of college student by major field on faculty competency factors affecting the quality of online classes. Journal of Learner-Centered Curruculum and Instruction, 20(22), 975-997. DOI : 10.22251/jlcci.2020.20.22.975
  4. Y. S. Lee & D. K. Shin. (2020). An investigation of the implementation of online classes in the untact era caused by the COVID-19 Pandemic. The Journal of Curriculum and Evaluation, 23(4), 39-57. https://doi.org/10.29221/jce.2020.23.4.39
  5. J. H. Kim, K. H. Kim & S. J. Lee. (2019). The effect of e-learning contents' information presentation method on teaching presence and academic achievement. The Journal of Korean Association of Computer Education, 22(3), 79-87. DOI : 10.32431/kace.2019.22.3.007
  6. H. J. Park & M. S. Choi. (2008). Relationships between e-learning effectiveness and its related factors in higher education. Journal of Educational Technology, 24(1), 27-53. DOI : 10.17232/KSET.24.1.27
  7. H. J. Kim, S. J. Lee & J. I. Kim. (2011). The study on influential factors upon learning achievement and its reuse of e-learning in university. The Journal of Internet Electronic Commerce Research. 11(1), 201-228. https://doi.org/10.1007/s10660-010-9072-y
  8. B. Jere. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215. DOI : 10.1080/00461528309529274
  9. S. H. Park & S. L. Han. (2020). Differences of learning motivation among university students according to their previous online learning experience under the COVID-19 situation. Journal of Learner-Centered Curriculum and Instruction, 20(21), 911-934. DOI : 10.22251/jlcci.2020.20.21.911
  10. K. H. Lee, H. S. Park & S. Y. Kim. (2018). Development and validation of self-directed learning ability test for university students in Korea. Asia Life Science, 15(4), 2935-2946.
  11. S. H. Lee. (2020). Structural relationship among self-directed learning ability, self- efficacy, communication ability, and creative confluence competency of university students. Doctoral dissertation. Baekseok University, Cheonan.
  12. J. Y. Park. (2017). The effects of university students' self-directed learning ability and perceived online task value on learning satisfaction and academic achievement. English Language Teaching, 29(3), 165-185. DOI : 10.17936/pkelt.2017.29.3.008
  13. J. S. Kim. (2008). The structural relationship between presence and the effectiveness of e-learning in the corporate setting. Doctoral dissertation. Ewha Womans University, Seoul.
  14. D. R. Garrison, M. Cleveland-Innes & T. Fung. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61-74. DOI : 10.24059/olj.v8i2.1828
  15. J. U. Park. (2007). An investigation into the relationship among cognitive presence, self-efficacy, participation, satisfaction, and achievement in an e-learning environment. Master's thesis. Ewha Womans University, Seoul.
  16. N. M. Shin. (2003). Transactional presence as a critical predictor of success in distance learning, Distance Education, 24(1), 69-86. DOI : 10.1080/01587910303048
  17. H. N. Gu. (2006). Examination on difference in cognitive presence, achievement and learning satisfaction depending on tutor delivery modes in online lectures. Master's thesis. Ewha Womans University, Seoul.
  18. N. H. Tang. (2018). A study on the influence of college student's learning motives and professional value on the behavior of future occupation- Through class participation and major satisfaction-. Doctoral dissertation. Sehan University, Jeonnam.
  19. S. Y. Lee. (2015). A causal structure analysis of the influences of the learning motivation and the self-determination on the job creativity and the learning satisfaction. Doctoral dissertation. Hongik Universit, Seoul.
  20. Y. J. Han. (2014). The study on the relationship between the degree of Instruction participation and major satisfaction and the employment preparation behavior by the major selection motive and their work valuers of university students. Doctoral dissertation. Kyungsung University, Busan.
  21. S. J. Lee. (2003). A study on the development of life-skills : communication, problem solving, and self-directed learning(RR2003-15-3). Seoul. Korean Education Development Institute.
  22. M. M. Park & J. H. Shin. (2021). The effect of online substitution class caused by Coronavirus (COVID-19) on the self-directed learning, academic achievement, and online learning satisfaction of nursing students. Journal of the health care and life science, 9(1), 77-86. DOI : 10.22961/JHCLS.2021.9.1.77
  23. J. G. Lee, W. J. Kim & J. K. Lee. (2020). The relationship between learning motivation, learning commitment and academic achievement of nursing students who gave non-face-to-face online lectures. Journal of the Korea Academia -Industrial cooperation Society, 21(11), 412-419. DOI : 10.5762/KAIS.2020.21.11.412
  24. H. S. Suh. (2020). A study on the structural equation model for factors affecting academic achievement in non-face-to-face class. The Journal of the Convergence on Culture Technology, 6(4), 157-164. DOI : 10.17703/JCCT.2020.6.4.157
  25. D. W. Kim, H. J. Kim & T. G. Han. (2021). Satisfaction and changes in perception of non-face online-classes at C University-. Journal of Studies on Schools and Teaching, 6(1), 73-101. DOI : 10.23041/jsst.2021.6.1.004
  26. E. S. Ju, E. J. Oh & Y. S. Bang. (2021). The relationship among academic self-efficacy, achievement level in online classes, and satisfaction of college students majoring in health sciences. The Journal of Humanities and Social science, 12(2), 1713-1724. DOI : 10.22143/HSS21.12.2.120
  27. M. J. Yun, M. H. Park, S. W. Yoo & K. S. Kim. (2018). Structural relationship among factors influencing academic achievement by gender of high school students in Daegu -Focusing on the mediating effects of satisfaction of relationship with teachers, self-efficacy and class attitude-. Secondary Education Research, 66(1), 195-227. DOI : 10.25152/ser.2018.66.1.195
  28. Y. L. Lee & H. J. Im. (2021). Analysis of learners' characteristics and preferences for effective online learning. Journal of Convergence for Information Technology, 11(12), 138-147. DOI : 10.22156/CS4SMB.2021.11.12.138
  29. Y. J. Joo, Y. J. Ha, J. W. Yoo & E. K. Kim. (2009). The structural relationship among teaching presence, cognitive presence, social presence, and learning outcome in cyber university. Journal of The Korean Association of information Education, 14(2), 175-187.
  30. S. J. Kim. (2021). Satisfaction with online classes due to COVID-19 Pandemic. Journal of Convergence for Information Technology, 11(7), 118-127. DOI : 10.22156/CS4SMB.2021.11.07.118
  31. J. H. Yoon & Y. S. Park. (2021). A study on the perception of university students about non-face-to-face classes operated by COVID -19 crisis. Journal of KSSSS, 57, 5-28. DOI : 10.18346/KSSSS.57.1