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초록

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Background: To investigate the mediating effect of learning flow in the relationship between blended learning achievement and learning satisfaction in dental hygiene students, and to identify whether face-to-face studies should be substituted with non-face-to-face studies. Methods: Total 134 dental hygiene students, who underwent blended learning in the dental hygiene class during the first semester of 2021, were recruited. The research tools were blended learning achievement, learning flow, and learning satisfaction, comprising 15 questions in total. Mediation regression analysis was used to analyze the mediating effect of learning flow in the relationship between learning achievement and learning satisfaction, and that between each variable. Results: Learning flow and learning satisfaction (r=0.490, p<0.001) were positively interrelated, and the interrelation between variables was statistically significant. Class environment had the biggest effect as a subfactor of class achievement, and it appeared to have an effect on class attitude and learning motive. The effect of learning flow on learning satisfaction was statistically significant. Learning flow was partially mediated by both blended learning achievement and learning satisfaction. Learning flow was directly related to blended learning satisfaction and learning achievement. Conclusion: The results showed the possible use of blended learning in dental hygiene theory and practical subjects.

목차

1. 서론
2. 연구방법
2.1. 연구설계
2.2. 연구대상
2.3. 연구도구
2.4. 연구가설
2.5. 분석방법
3. 연구결과
3.1. 학습성취도, 학습몰입, 학습만족도
3.2. 학습성취도, 학습몰입, 학습만족도와의 상관관계
3.3. 학습성취도가 학습몰입에 미치는 영향[가설1의 검증]
3.4. 학습성취도가 학습만족도에 미치는 영향[가설2의 검증]
3.5. 학습몰입이 학습만족도에 미치는 영향[가설3의 검증]
3.6. 학습성취도와 학습만족도의 관계에 학습몰입의 매개효과 [가설4의 검증]
4. 고찰
5. 결론
참고문헌
ABSTRACT

저자

• 김해경 [ Hae-Kyeong Kim | 대구보건대학교 치위생과 ]
• 조명숙 [ Myung-Sook Cho | 대구보건대학교 치위생과 ]
• 오나래 [ Na-Rae Oh | 포항대학교 치위생과 ] 교신저자

참고문헌