• 한국정보전자통신기술학회논문지
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• 제13권6호
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• pp.597-604
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• 2020

본 연구는 온라인 수업에서 간호대학생의 메타인지, 학습몰입, 문제해결력 간의 관계를 파악하고 문제해결력에 영향을 미치는 요인을 알아보기 위해 G시 소재 대학에서 온라인 수업에 참여한 2, 3학년 재학생 88명을 대상으로 실시한 서술적 조사연구이다. 분석방법은 SPSS version WIN 23.0을 이용하여 평균, 표준편차, t-test, one-way ANOVA, Pearson correlation, stepwise multiple regression으로 분석하였다. 연구결과 일반적 특성에 따른 학습몰입과 문제해결력의 차이는 학습이후 간호사에 대한 인식과 간호학과 입학동기에 따라 유의한 차이가 나타났으며 문제해결력은 메타인지와 학습몰입감과 유의한 정적(+) 상관관계가 있었고 메타인지와 학습몰입이 문제해결력에 영향을 미치는 유의한 변수로 나타났다. 연구의 결론은 간호교육에서 온라인 수업으로의 변화 속에 문제해결력을 증가시키기 위해서 학습몰입과 메타인지가 영향을 미치는 것으로 확인되었고, 메타인지와 학습몰입을 높일 수 있는 교육방법의 변화가 필요하고 이를 위해 체계적인 프로그램 개발에 본 연구가 기초자료가 될 것이다.

• 한국치위생학회지
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• 제20권5호
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• pp.561-569
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• 2020

Objectives: The purpose of this study is to investigate the interaction and satisfaction of with web-based lectures. In addition, it seeks identify their correlations as well as the factors that influence satisfaction. Methods: The study subjects consisted of 139 college students taking up dental hygiene from Suncheon. ANOVA, correlation analysis, and regression analysis were used on the data collected. The Cronbach's alpha for interaction and satisfaction were 0.949 and 0.921, respectively. Results: The interaction recorded was moderate compared to face-to-face lectures. In particular, interaction between students was higher among 3rd grade students compared to those in the 1st grade (p=0.002). Satisfaction with the appropriateness of lecture content and duration was high, but relatively low in terms of the quality of the lecture and the desire to broaden its scope. In particular, satisfaction was higher among students in higher grade levels than their more junior counterparts (p<0.05). It was also found to be positively correlated with interaction (p<0.01). Their respective presence on the educational platform had the greatest impact on satisfaction (β=0.495, p<0.001). Conclusions: Increased interaction results in greater levels of satisfaction. Furthermore, an improvement in the quality of the lectures and the students' perception of them would enable lectures to be conducted more effectively in situations wherein face-to-face lectures cannot be done.

• 한국간호교육학회지
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• 제20권4호
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• pp.577-586
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• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

• 한국간호교육학회지
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• 제27권4호
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• pp.359-368
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• 2021

Purpose: The purpose of this study was to investigate the mediating effect of self-leadership on the relationship between media literacy and learning agility in nursing students based on their experiences in online classes during the Coronavirus Disease-19 pandemic. Methods: A descriptive survey was conducted among 165 nursing students from four universities in Busan. Data were collected from June 2 to 13, 2021, and was analyzed using a t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple regression with SPSS/WIN 26.0. Results: Significant relationships were found between learning agility and media literacy (r=.62, p<.001), between learning agility and self-leadership (r=.58, p<.001), and between media literacy and self-leadership (r=.53, p<.001). Additionally, self-leadership had a partial mediating effect on the relationship between media literacy and learning agility (Z=4.30, p<.001); its explanatory power was 46.0%. Conclusion: These results indicate that interventions to increase the level of media literacy, along with self-leadership, are necessary to improve the level of learning agility of nursing students who will be essential human resources in a rapidly changing healthcare field.

• 한국학교보건학회지
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• 제35권2호
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• pp.41-48
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• 2022

Purpose: The purpose of the study was to investigate the mediating effects of psychosocial well-being on the relationship between self-leadership and learning flow in nursing students. Methods: A total of 148 nursing students with online class experience participated in the study. The data were analyzed using the independent t-test, Pearson's correlation coefficient, PROCESS macro, and bootstrapping methods with SPSS Statistics 26.0. Results: The results showed that self-leadership, learning flow, and psychosocial well-being were significantly correlated, and self-leadership had a direct effect on learning flow. In other words, the higher the level of self-leadership, the higher the learning flow of nursing students. Psychosocial well-being was partially mediated by self-leadership and learning flow. Conclusion: It is necessary to develop and implement programs for self-leadership and psychosocial well-being enhancement as a strategy to enhance nursing students' learning flow.

• 공학교육연구
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• 제26권4호
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• pp.11-21
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• 2023

In engineering education, stimulating students' questions and encouraging learning participation are crucial for achieving higher-order thinking abilities. This study aims to investigate the use and effect of an online communication channel in fostering engineering students' questioning abilities. Consequently, in this research, we gauged students' satisfaction with an engineering class that implemented a communication channel, and scrutinized the changes in their perceptions regarding the significance of questions, their engagement in learning, and their academic self-efficacy. In addition, we interviewed the students who participated in the class. The outcomes are as follows: Firstly, student satisfaction improved compared to the previous semester's class where the communication channel was not utilized. Secondly, learners' understanding of the importance of asking questions positively escalated, alongside their actual frequency of posing questions. Thirdly, there was an improvement in learners' active engagement in their studies and their academic self-confidence. The findings of this research suggest that communication channels should be employed to motivate learners to pose questions and involve students in effective learning.

• 대한간호학회지
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• 제54권3호
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• pp.340-357
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• 2024

Purpose: This study aimed to develop a Hybrid Clinical Practicum Environment Scale for Nursing Students (HCPES-NS) and verify its validity and reliability. Methods: The HCPES-NS was constructed following the DeVellis guidelines. The initial items were written based on a literature review and individual in-depth interviews. Content validity was verified through an expert panel review. To confirm the validity and reliability of the scale, a survey was conducted with 449 nursing students enrolled in 12 nursing colleges. Data were analyzed using item analysis, exploratory factor analysis, confirmatory factor analysis, concurrent validity, and reliability tests. Results: Factor analysis showed that the HCPES-NS consists of 15 items on five subdomains: clinical site atmosphere, interpersonal relationship, alternative online practicum contents, provision of learning information, and clinical performance facilitation. A higher score indicated a more positive perception of the clinical practicum environment. The concurrent validity of the HCPES-NS was confirmed by its positive correlation with the Clinical Learning Environment Scale (r = .77). The Cronbach's α reliability of the HCPES-NS was .84. Conclusion: The HCPES-NS is both valid and reliable. This scale reflects the clinical practicum environment and includes an online practicum factor. It may be used effectively by faculty members and educators to evaluate nursing students' perceptions of clinical practicum environments.

• Fashion, Industry and Education
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• 제15권1호
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• pp.44-58
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• 2017

The purpose of this research is to explore how Millennials mitigate perceived risks that occur during online apparel purchasing decisions through social interactions based on social learning theory. Also, this research investigates concerns generated from interactions with others when consuming apparel online. An exploratory investigation was undertaken with 78 undergraduate students using an online survey that included open and closed questions. Qualitative data revealed positive relationships between consumers' social interactions and purchases of apparel products online. Specifically, information searches through social interactions with trusted individuals utilizing online channels were found to validate purchasing decisions and alleviate perceived risks with purchasing apparel products online. However, consumers were also concerned with certain interactions due to the lack of credibility regarding reviewers, channels, and conflicting information. These findings provide an insight into millennial consumers' learning processes through consumer-to-consumer interactions in social media environments for apparel purchases. As online and mobile shopping along with consumers' social media usage for interacting continue to increase, these research findings guide retailers how to turn their attention to investing and utilizing these channels to enhance millennial consumers' positive purchasing experiences online.

• International Journal of Contents
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• 제14권2호
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• pp.16-23
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• 2018

Although there have been studies regarding the influence of customer reviews on consumer decision making at online shopping sites, research on factors affecting the perceived customer review quality for online shopping sites is limited. This study posits that sociability, which is one of the environmental factors of an online shopping site, can affect the quality of customer reviews. Sociability is a key factor in building a collaborative environment online, but studies have been limited to applying sociability to customer reviews that are the result of a collaborative environment. This study expects that sociability affects the performance of online shopping sites through the perceived information quality of customer reviews, and customers' efficacy. More specifically this study investigates the structural relationship between sociability, self-efficacy, collective efficacy, and the perceived information quality of the reviews in an online shopping context, regarding the patronage intention of customers. This study was conducted using a survey of 361 college students. The structural equation model results indicate that user perception of sociability increases self-efficacy and collective efficacy. The improved efficacy enhances the perceived information quality of reviews for online shopping sites, which increases patronage intention of customers. This study found that online shopping sites require a platform for customers to engage in social interaction to enhance their customers' loyalty and lifetime value.

• Journal of Information Science Theory and Practice
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• 제10권3호
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• pp.24-39
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• 2022

Online learning is becoming ubiquitous worldwide because of its accessibility anytime and from anywhere. However, it cannot be successfully implemented without understanding constructs that may affect its adoption. Unlike previous literature, this research extends the Unified Theory of Acceptance and Use of Technology with three well-known theories, namely compatibility, online self-efficacy, and knowledge sharing and acquisition to examine online learning adoption. A total of 264 higher education students took part in this research. Partial Least Squares-Structural Equation Modeling was used to evaluate the proposed theoretical model. The findings suggested that performance expectancy and compatibility were significant predictors of behavioral intention, whereas behavioral intention, facilitating conditions, and compatibility had a significant and direct effect on online learning's actual use. The results also showed that knowledge acquisition, knowledge sharing, and online self-efficacy were determinates of performance expectancy. Finally, online self-efficacy was a predictor of effort expectancy. The proposed model achieved a high fit and explained 47.7%, 75.1%, 76.1%, and 71.8% of the variance of effort expectancy, performance expectancy, behavioral intention, and online learning actual use, respectively. This study has many theoretical and practical implications that have been discussed for further research.