Earticle

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 제외 한 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 상관관계 를 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.

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 SIM-PBL이 간호대학생의 정보활용능력, 자기주도적 학습능력, 학업적 효능감에 미치는 효과를 규명하기 위함이다. 대상자는 한국의 일개 대학교 간호학과 4학년 학생 81명이었다. SIM-PBL은 4주 동안, 주 1회(150분) 제공하였고, 교육 전후에 구조화된 설문지를 활용하여 정보활용능력, 자기주도적 학습능력, 학업적 효능감을 조사하였다. 교육 후에 정보활용능력의 하부영역 중 정보통합(p=.030), 정보표현(p=.003) 및 정보윤리(p=.016) 영역의 능력이 향상되었다. 그러나, 자기주도적 학습능력과 학업적 효능감은 교육 후에 변화가 없었다. SIM-PBL은 간호대학생의 정보활용능력을 향 상시키는데 효과적인 교수법임을 확인하였다. 앞으로, 신뢰성 높은 유용한 정보를 윤리적으로 활용할 수 있도록 돕는 SIM-PBL 교육방안이 필요하다.

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (p=.030), information expression (p=.003), and information ethics (p=.016) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

The purpose of this study was to investigate the effect of learners' self-directed learning ability on their learning satisfaction using smart learning methods in national certification education for cosmetologist (makeup). A survey was conducted on 286 learners majoring in makeup who had recently received national certification education for hairdresser (makeup) for 5 years. The current status of cosmetologist (makeup) national certification education and the utilization of smart learning were investigated, and the subfactors of cosmetologist (makeup) national certification education awareness were composed of instructor, curriculum, educational content, and educational method, and the subfactors of smart learning self-directed learning ability were composed of openness, autonomy, learning motivation, and problem-solving ability, and the relationship between the factors was analyzed. The factors of cosmetologist (makeup) national certification education awareness, smart learning selfdirected learning ability, and learning satisfaction were all lower in the 20s and higher in the 40s, and were analyzed as higher for beauty teachers and instructors and lower for students in the profession. Among the perceptions of certification education, education content had a significant positive effect on learning satisfaction, and learning motivation had the most significant positive effect on learning satisfaction during self-directed learning using smart learning. It was confirmed that educational content had a significant positive effect on learning satisfaction and learning motivation had the most significant positive effect on learning satisfaction during smart learning self-directed learning. This is interpreted as learning motivation, such as learners' abilities and qualities, enjoyment of learning, reward of acquiring knowledge and skills, and internal satisfaction, are related to learning satisfaction. In addition, it can be said that smart learning methods have only recently been introduced, so there is a tendency to look at smart learning from a 'smartphone-centered' perspective. However, since smart devices are not the essence of smart learning, it is necessary to develop smart learning-related policies, continuous support, and infrastructure, and to develop various interesting smart learning-based teaching and learning models that can be used in beauty education smart learning classes to create an environment where learners can self-direct their own learning by actively utilizing these tools.

본 연구는 간호대학생의 Chat GPT 활용에 대한 지속사용 의도와 디지털 리터러시가 자기주도적 학습능 력에 미치는 영향을 파악하기 위해 수행된 서술적 조사연구이다. 연구대상은 U광역시 소재 대학교 간호학과 재학생 214명으로, 2025년 3월 17일부터 4월 7일까지 자가보고식 설문을 통해 자료를 수집하였 다. 자료는 SPSS 28.0 프로그램을 활용하여 기술통계, t검정, 일원분산분석, 상관분석, 다중회귀분석을 실시하였다. 분석 결과, 자기주도적 학습능력은 Chat GPT 지속사용 의도(r=.30, p<.001) 및 디지털 리터러 시(r=.52, p<.001)와 유의한 정적 상관을 나타냈다. 회귀분석 결과, 디지털 리터러시(β=.44, p<.001)와 컴퓨터 활용능력(β=.19, p=.017)이 자기주도적 학습능력에 유의한 영향을 미쳤으며, 설명력은 31.5%였 다. 본 연구는 간호교육에서 생성형 AI와 디지털 리터러시의 교육적 가능성을 확인하고, 자기주도적 학습능력 향상을 위한 기초자료를 제공한다는 점에서 의의가 있다.

This descriptive study aimed to examine the effects of Chat GPT usage intention and digital literacy on self-directed learning ability among nursing students. A total of 214 students from a nursing department in U metropolitan City participated in a self-administered survey conducted between March 17 and April 7, 2025. The data were analyzed using SPSS 28.0 for descriptive statistics, t-test, one-way ANOVA, correlation, and multiple regression analysis, self-directed learning ability showed significant positive correlations with Chat GPT usage intention (r=.30, p<.001) and digital literacy (r=.52, p<.001). Multiple regression analysis identified digital literacy (β=.44, p<.001) and computer proficiency (β=.19, p<.001) as significant predictors, explaining 31.5 % of the variance. These findings highlight the educational potential of generative AI and the importance of digital literacy in enhancing self-directed learning in nursing education.

블렌디드 러닝 체제의 플립드 러닝 수업에서 학습자의 자기주도적 학습전략과 통제소재가 자기주도적 학습능력 과 학업성취도에 미치는 영향을 살펴보고자 한다. 이를 위해 S대학 사범대 1~2학년 대상으로 실시간 화상수업(zoom)과 학습관리시스템(LMS)을 연동한 블렌디드 러닝 체제를 구축하고, 플립드 러닝을 활용한 수업 설계를 하였다. 15주간의 수업 중, 플립드 러닝 수업은4회 진행하였으며, 플립드 러닝 경험과 자기주도적 학습능력 및 통제소재 점수에 의해 실험 설계를 하였다. 동질성 검사를 통한 집단 편성과 변인에 따른 설문 조사 및 분석을 통해 도출한 결과는 다음과 같다. 첫째, 수업 전/중/후에 따라 자기주도적 학습전략을 촉진한 집단이 자기주도적 학습능력과 학업성취도가 높았으며, 통계적으 로도 유의미한 차이를 보였다. 둘째, 자기주도적 학습전략을 촉진한 집단의 내적 통제집단이 자기주도적 학습능력과 학업 성취도가 높았으나, 통계적으로는 유의미한 차이를 보이지 않았다. 따라서 학습자중심의 수업방식과 학습 과정을 개선할 수 있는 성찰적 학습환경 조성은 학습자에게 학습과정을 통한 배움과 성장을 이끌 수 있는 중요한 요소이다.

The purpose of this study is to examine the effect of learners' self-directed learning strategies and locus of control on their self-directed learning ability and academic achievement in the flipped learning class of the blended learning system. To this end, a blended learning system linking real-time video class (zoom) and learning management system (LMS) was established for first and second year students of S University's College of Education, and class design using flip learning was conducted. During the 15-week class, the flipped learning class was conducted 4 times, and the experiment was designed based on the flipped learning experience, self-directed learning ability, and control material score. The results derived from the group organization through the homogeneity test and the questionnaire survey and analysis according to the variables are as follows. First, the group that promoted the self-directed learning strategy before, during, and after class had higher self-directed learning ability and academic achievement, and showed a statistically significant difference. Second, the internal control group of the group that promoted the self-directed learning strategy showed high self-directed learning ability and academic achievement, but showed no statistically significant difference. Therefore, the creation of a learner-centered teaching method and a reflective learning environment that can improve the learning process are important factors that can lead learners to learn and grow through the learning process.

본 연구는 플립러닝을 적용한 건강사정수업이 간호대학생의 자기주도 학습능력, 비판적 사고성향, 학업적 자기효능감에 미치는 효과를 확인하기 위한 연구이다. 경상북도 K시 일개 간호대학에서 플립러닝을 적용하여 건강사정을 수강하는 2학년 학생을 대상으로 하였으며, 단일군 전후 비교 연구이다. 최종분석은 104명을 대상으로 하였고, 사전 사후 차이는 대응표본검정으로 분석하였다. 그 결과 자기주도 학습능력(t=-3.23, p<.01), 비판적 사고성향(t=6.381, p<.001), 학업적 자기효능감(t=-4.62, p<.001) 모두 통계적으로 유의하게 증가하였다. 이 연구 결과를 바탕으로 플립러닝 학습법이 간호대학생의 자기주도 학습능력, 비판적 사고능력, 학업적 자기효능감을 증진시키는 효과적인 프로그램임이 확인되었다. 플립러닝 학습범의 적용은 장기적으로는 교육환경을 개선하고 학생 들의 능력을 강화시키는 역할을 할 것이다.

The purpose of this study is to confirm the effect of health assessment classes applied with flip learning on self-directed learning ability, critical thinking disposition, and academic self-efficacy of nursing students. This is a comparative study before and after a single group, targeting sophomore students taking a health assessment by applying flip learning at a nursing college in K city, Gyeongsangbuk-do. The final analysis consisted of 104 subjects, and the pre-post difference was analyzed by a paired sample test. As a result, self-directed learning ability (t=-3.23, p<.01), critical thinking disposition (t=6.381, p<.001), and academic self-efficacy (t=-4.62, p<.001) were all statistically significantly increased. Based on the results of this study, it was confirmed that the flip-learning method is an effective program to enhance the self-directed learning ability, critical thinking ability, and academic self-efficacy of nursing students. In the long run, the application of the flipped learning learner will play a role in improving the educational environment and strengthening the abilities of students.

Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student’s self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students’ self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students’ abilities.

이 연구는 문제중심학습(PBL)기반 유아과학교육이 예비유아교사의 자기 주도적 학습능력, 학업적 자기 효능감 및 학습동기에 미치는 영향을 알아보고자 한다. 이를 위해 K지역의 C대학교 유아교육 학과에 개설된 PBL기반 유아과학교육 교과목을 수강한 예비유아교사 38명을 대상으로 자기 주도적 학습능력, 학업적 자기효능감, 학습동기에 대한 사전, 사후 조사를 실시하여 PBL 수업의 효과성을 분석하였다. 수집된 자료는 연구문제에 따라 PBL기반 유아과학교육이 자기 주도적 학습능력, 학업 적 자기 효능감, 학습동기에 미치는 영향을 알아보기 위해 SPSS/ PC(win 17.0) 프로그램을 사용하여 대응표본 t검증을 실시하였다. 연구결과 PBL기반 유아과학교육이 예비유아교사의 자기 주도적 학습 능력, 학업적 자기 효능감, 학습동기 모두에서 통계적으로 유의한 증가를 나타내어 PBL기반 유아과 학교육의 긍정적 효과성이 검증되었다. 이러한 결과는 예비유아교사의 역량강화를 위한 교수학습방 법으로 교원양성교육 현장에서 활용될 수 있는 방안을 모색하는데 기초자료로 활용될 수 있을 것이다.

This purpose of this study is to investigate the effects of problem-based learning (PBL) classes on self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. To this end, the effectiveness of PBL classes was analyzed by conducting pre- and post-experimental surveys on self-directed learning ability, academic self-efficacy, and learning motivation, involving 38 preliminary early childhood teachers who took a PBL-based early childhood science education course in the department of early childhood education at C University in the K region. To understand the effects of PBL classes on their self-directed learning ability, academic self-efficacy, and learning motivation according to the research questions, a paired t-test on the collected data were performed using the SPSS/PC (Windows 17.0) program. As a result of the study, the positive effectiveness of PBL classes was confirmed with statistically significant increases in all variables of self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. These results can be used as basic data to find a way to be used in the field of teacher training as a teaching-learning method for strengthening the competence of pre-service early childhood teachers.

Purpose: This study is a quasi-experimental study to investigate the effect of case-based learning (CBL) on critical thinking disposition, communication ability, problem solving ability and self-directed learning ability of nursing students in a pathophysiology course. Methods: The development of 3 CBL scenarios of pathophysiology were conducted by nursing faculties & clinical nurses before CBL began. Among the sophomore nursing students who were taking a pathophysiology course, the intervention group (n=43) was the nursing students who hope to participate in an extra-CBL program with usual pathophysiology lessons and the control group (n=36) was the nursing students who wanted to receive the usual pathophysiology lessons. The intervention group received additional CBL using 3 different scenarios for 1 hour per week during 4 weeks from May to June, 2016. Data were analyzed by a chi-square test, t-test and ANCOVA using SPSS WIN 18.0 Results: The mean score of critical thinking disposition (F=11.60, p=.001), communication ability (F=4.24, p=.043), and self-directed learning ability (F=4.75, p=.032) were significantly higher in intervention group than those in control group. But there was no significant difference between the two groups in problem solving ability (F=1.59, p=.211). Conclusions: The application of a CBL program during a pathophysiology course was effective in improving the critical thinking disposition, and the self-directed learning ability of sophomore nursing students.

본 연구는 CELL교육과정 참여가 대학생의 학습몰입, 학습동기, 학업적자기효능감, 자기주도학습능력에 미치는 효과를 알아보고자 하였다. 이를 위해 2020년 1학기에 K대학교 재학생 386명을 대상으로 사전·사후 설문조사를 실시 하고 SPSS를 사용하여 분석하였다. 주요 연구결과는 다음과 같다. 첫째, CELL교육과정 참여가 대학생의 학습몰입, 학습 동기, 학업적자기효능감, 자기주도적학습능력에 통계적으로 유의한 향상을 보였다. 둘째, 성별에 따른 분석에서는 여학 생의 경우에만 학습몰입, 학업적자기효능감, 자기주도학습능력에 유의한 향상을 보였다. 셋째, 학년별 분석에서는 2학년 은 학습몰입과 자기주도학습능력에, 3학년은 모든 변인에, 4학년은 학업적자기효능감과 자기주도학습능력에 유의한 향 상을 보였다. 넷째, 참여학생 인터뷰를 통해 참여소감과 개선점을 정리하였다. 본 연구는 CELL교육과정의 효과를 살펴 보고 체계적인 운영과 지원을 위한 실천적인 방안을 제시하였다는 점에서 의의를 지닌다.

The purpose of this study was to investigate the effects of CELL curriculum participation on learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. To this end, in the first semester of 2020, 386 students from K University conducted a pre-post survey and analyzed using SPSS. The main research results are as follows. First, participation in the CELL curriculum showed statistically significant improvement in the student's learning flow, learning motivation, academic self-efficacy, and self-directed learning ability. Second, the analysis by gender showed significant improvement in learning flow, academic self-efficacy, and self-directed learning ability only for female students. Third, in the analysis by grade level, the sophomore showed significant improvement in learning flow and self-directed learning ability, the junior in all variables, and the senior in academic self-efficacy and self-directed learning ability. Fourth, participation impressions and improvements were summarized through interviews of participating students. This study is significant in that it examines the effectiveness of the CELL curriculum and suggests practical measures for systematic operation and support.

본 연구는 국내 간호대학생 액션러닝에 대한 의사소통 능력, 비판적 사고능력, 문제해결 능력, 자기주도 학습의 효과 성을 파악하기 위해 체계적 고찰과 메타분석하였다. 연구방법은 연구물 17편을 무선효과모델 적용하여 효과크기를 산출하였 다. 연구결과는 의사소통능력(Hedges’ g=.63), 자기주도학습능력(Hedges’ g=.63), 문제해결능력(Hedges’ g=.61), 비판적 사고능력(Hedges’ g =.48) 순으로 중간 효과크기로 통계적으로 유의하였다. 이러한 결과에 의해 액션러닝은 의사소통능력, 비판적 사고능력, 문제해결능력, 자기주도학습능력을 향상시키는 것으로 확인되어 액션러닝을 체계적이며 적극적으로 활용 할 필요가 있다.

This study conducted a systematic review and meta-analysis to determine the effectiveness of communication ability, critical thinking disposition, problem solving ability, and self directed learning ability in action learning for domestic nursing students. The research method was to calculate the effect size by applying the random effect model to 17 studies. The results of the study were communication ability (Hedges’ g =.63), self directed learning ability (Hedges’ g=.63), problem solving ability (Hedges’ g=.61), and critical thinking disposition (Hedges’ g=.48). It was statistically significant with a medium effect size. These results confirmed that action learning improves communication ability, critical thinking disposition, problem solving ability, and self directed learning ability, so it is necessary to use action learning systematically and actively.

본 연구는 간호대학생의 자기주도적 학습능력, 학습몰입, 학업적 자기효능감, 학업성취도 정도를 알아보고, 학업 성취도에 영향을 미치는 요인을 파악하고자 시행되었다. 이를 위하여 경상남도 J시에 소재하는 일개 대학의 간호학부 학생 145명을 대상으로 2021년 10월 15일부터 19일까지 자료를 수집하였으며, 수집된 자료는 SPSS WIN 21.0 program을 이용하여 분석하였다. 연구결과 자기주도적 학습능력은 5점 만점에 3.67±0.65점, 학습몰입은 5점 만점에 3.35±0.76점, 학업적 자기효능감은 5점 만점에 3.43±0.94점, 학업성취도는 5점 만점에 3.85±1.13점으로 나타났고, 대상자의 학업성취도는 자기주도적 학습능력, 학습몰입, 학업적 자기효능감과 정적 상관관계를 보였으며, 다중회귀분석 결과 간호대학생의 학업성취도에 영향을 미치는 요인은 학업적 자기효능감으로 밝혀졌다. 본 연구결과를 바탕으로 간호 대학생의 학업성취도를 높이기 위해서는 학업적 자기효능감을 강화시키기 위한 교육프로그램을 개발하고 그 효과를 확 인하기 위한 연구가 지속적으로 필요하다.

This study was conducted to explore self-directed learning, learning flow, academic self-efficacy and academic achievement on nursing students and to investigate the major factors that influence academic achievement. Data were collected from October 15 to 19, 2021, data were analyzed utilizing the SPSS WIN 21.0 program. Participants in this study were 145 students of the college in J city. As a result of the study, self-directed learning was 3.67±0.65 points out of 5, learning flow was 3.35±0.76 points out of 5, academic self-efficacy was 3.43±0.94 points out of 5, and academic achievement was 3.85±1.13 points out of 5. The relationships between self-directed learning, learning flow, academic self-efficacy and academic achievement showed significant positive correlations. As a result of multiple regression analysis, factors influencing the academic achievements of nursing students were found to be learning flow and academic self-efficacy. Therefore, in order to increase academic achievement in nursing college students, it is necessary to develop educational programs to increase the academic self-efficacy, and to continuously check the effect.

본 연구는 재택수업 간호대학생의 학업성취도에 영향을 미치는 요인을 확인하고자 수행되었다. 자료는 H 대학에 재학 중인 간호 대학생 324명으로부터 설문지를 통하여 수집하였다. 수집한 자료는 SPSS/WIN 20.0 통계프로그램을 이용하여 t-test, ANOVA, Pearson Correlation, Multiple Linear Regression으로 분석하였다. 재택수업 간호대학 생의 학업성취도에 유의한 설명력을 갖는 요인은 학습참여(t=2.368, p =.019)이고, 이 요인의 결정계수인 R2은 .218로 21.8%의 설명력을 보여주었다. 결론적으로 재택수업 간호대학생의 학습참여를 통해 학업성취도를 높이기 위해서는 새 로운 지식과 기술을 반영하는 융․복합 교수-학습 전략과 다양한 비교과프로그램의 개발이 필요하다.

This study was conducted to identify factors that affect the academic achievement of nursing students in home-based course. Data were collected from 324 nursing students attending H university through a questionnaire. Using SPSS/WIN statistics 20.0, the data was analyzed by t-test, ANOVA, Pearson Correlation, and Multiple Linear Regression. Factor that was significant to the academic achievement of nursing students in home-based course was learning engagement(t=2.368, p =.019), which showed 21.8% of the explanation. In conclusion, the development of convergence teaching-learning strategies that reflect new knowledge and technology, and various extracurricular programs are necessary to improve academic achievement through the learning engagement of nursing students in home-based course.

본 연구는 간호대학생을 대상으로 학습효과를 향상시키기 위한 학습전략으로써 블렌디드 러닝을 적용하여 자기주도학습력, 학습동기, 학습만족도와의 상관관계를 확인하고 학습만족도에 어떠한 영향을 미치는지 규명하기 위 해 시도된 조사연구이다. 연구대상자는 D대학교 성인간호학 수업에 참여하는 학생 140명으로 7주 동안 면대면 수업 과 6주 이러닝 수업을 진행한 후 2014년 6월 9일부터 6월 14일까지 자료를 수집하였다. 연구결과, 일반적 특성에 따 른 변수들의 차이는 없었으며, 학생들의 학습만족도는 자기주도학습력과 유의한 상관관계가 있었다(r=.25, p=.003). 자기주도학습력이 학습만족도에 영향을 미치는 관련 요인으로 설명력은 22.1%로 나타났다(F=20.74, p<.001). 본 연구 를 통해 간호대학생의 학습만족도를 향상시키기 위해서는 자기주도학습력을 고려한 블렌디드 러닝 콘텐츠 개발이 요 구되고 다양한 블렌디드 러닝 운영방법에 관한 연구가 필요하다고 본다.

The purpose of this research was to investigate factors influencing learning outcomes and effects of self-directed learning ability and motivation on learning satisfaction of nursing students in blended learning environment. A survey was used, and the subjects were 140 undergraduate students participated in Adult Nursing lesson at D University. Data collected from 9 to 14 June, 2014. There were no significant differences among general characteristics. Self-directed learning ability and learning satisfaction had significant correlations with each other (r=.25, p=.003). Self-directed learning ability was significantly associated with learning satisfaction, explaining 22.1% of the variance (F=20.74, p<.001). The results suggest that further research is needed to consider self-directed learning ability of students and to test the advantages of blended learning in developing contents in blended learning.

본 연구는 간호학생들의 학습동기, 의사소통능력, 학업적 자기효능감, 자기주도학습능력 정도를 파악하고 자기주도학습능력에 영향을 미치는 요인을 확인하고자 수행하였다. 연구방법은 서술적 조사연구로서 연구대상은 4년제 대학교 2학년 간호학생 194명이었고 구조화된 설문지를 이용하여 2015년 11월 2일부터 11월 30일까지 자료수집을 하였다. 연구결과, 자기주도학습능력은 성별, 성격성향, 간호학과 지원동기, 전공 만족도, 대학생활 만족도, 성적에서 통계적으로 유의한 차이를 보였고, 자기주도학습능력은 학습동기, 의사소통능력, 학업적 자기효능감에 정적 상관관계를 나타냈다. 대상자의 자기주도학습능력에 영향을 미치는 요인은 학습동기, 의사소통능력, 학업적 자기효능감, 전공 만족도, 성적으로 자기주도학습능력을 53.1%를 설명하였다. 결론적으로 간호학생의 자기주도학습능력을 높이기 위해서는 학습동기, 의사소통능력, 학업적 자기효능감을 높이는 프로그램 개발이 필요하다.

This study was conducted to investigate learning motivation, communication skill, academic self-efficacy which influence self-directed learning ability in nursing students. A total of 194 second year students were recruited from nursing department in Gwangju. Structured questionnaire was self-administrated from November 2 to 30, 2015. In self-directed learning ability, there were significant differences in gender, personality disposition, applied motivation, satisfaction on major, satisfaction of campus life, and school grade. In multiple regression analysis, learning motivation, communication skill, academic self-efficacy, satisfaction on major and school grade were significant factors of self-directed learning ability explaining 53.1% of the variables. In conclusion, to enhance self-directed learning ability for nursing students, it is necessary to develop program and curriculum for increasing learning motivation, communication skill, and academic self-efficacy.

본 연구는 간호대학생에게 문제중심학습(PBL)을 적용하여 그 효과를 자기주도적 학습능력, 문제해결능력, 학업적 자기효능감 및 학습동기를 통해 확인하고자 시도된 융합연구이다. 연구대상은 J도 J시에 소재한 대학의 간호학과 2학년 학생 51명이었으며, 연구설계는 단일군 사전사후 설계의 원시실험연구이다. 연구결과 PBL수업 후문제해결능력(t=-3.30, p=.002)과 학습동기는 통계적으로 유의미하게 증가(t=3.004, p=.004)되었으나, 자기주도적 학습능력과 학업적 자기효능감은 통계적으로 유의한 변화를 보이지 않았다. 본 연구를 통해 PBL이 간호대학생의 학습 역량을 향상시킴에 적합한 교수-학습방법임을 확인할 수 있었으며, 추후 PBL의 설계 시, 효과를 증진시키기 위해 요구되는 다양한 변수의 확인을 위한 연구를 제안하고자 한다.

This study was convergence study conducted to examine the effects of problem-based learning(PBL) on self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning in adult nursing care. This study was one-group pretest-posttest design. 51 students in the second year were recruited. After the PBL education, The participants showed much improvement in two areas of problem solving skills(t=3.30, p=.002) and Motivation toward Learning(t=3.004, p= .004). In the case of self-directed learning ability(t=1.451, p= .153) and academic self-efficacy(t=-1.04, p= .304), these have not showed a statistically significant change. The results indicate that the PBL education is effective in improving some areas of students’ learning competency. Further study is needed to develop PBL programs for various clinical topics and evaluate the effectiveness on the learning outcomes.

This study attempted to investigate the influence of problem-based learning (PBL) on problem-solving abilities and self-directed learning capabilities in college students majoring in cosmetology. For this, a survey was performed against 45 students who attended PBL courses. The collected data were analyzed, using SPSS 21.0. To examine subjects’ general characteristics, frequency analysis was performed. To investigate changes in major satisfaction, teaching methods and PBL preferences, the t-test and the χ2 (chi-square) test were conducted. In addition, the paired t-test and the Pearson correlation coefficient were performed, and the results found the followings: First, a statistically significant difference was found in problem-solving abilities. Second, a statistically significant difference was also observed in self-directed learning capabilities. Third, a statistically significant positive correlation was found among self-directed learning capabilities, problem-solving abilities and major satisfaction. Third, average major satisfaction increased after PBL, which confirms the improvement of students’ preferences for PBL.

摘要: 本研究旨在于探讨问题中心学习法(PBL)对美容专业大学生问题解决能力, 自主学习能 力的影响, 本文研究范围限定为45名参与问题中心学习法课程的美容专业大学生, 调查分析 使用SPSS WIN 21.0统计程序, 针对研究对象的一般特性进行了频率分析􀕶为了解专业满意度, 授课方式, PBL偏好的变化, 实施PBL前后的变化, 施行了t-test(验证)和χ2(chi-square)验证, 研究方法采用t检验(paired t-test)和Pearson相关分析, 研究结果显示如下.第一, 问题解决 能力在统计上呈现了显著差异, 第二, 自主学习能力在统计上呈现了显著差异. 第三, 自主 学习能力, 问题解决能力, 专业满意度之间出现了显著的正相关关系, 第四, 专业满意度在 实施PBL前后均有上升, 学生对问题中心学习法的偏好增加.

본 연구는 간호교육에 적용한 동료학습이 간호대학생의 자기주도 학습능력, 학업적 자기효능감, 학업성취도에 미치는 효과를 확인하기 위해 진행되었다. 연구설계는 비동등성 대조군 사전-사후 설계이며, 연구 참여에 동의한 G대 학교 간호학과 재학생 중 총 229명을 대상으로 하였다. 정규수업 종료 후 실험군(N=117)에게는 10주 동안 매주 1회 이상의 동료학습 프로그램을 적용하였고 대조군(N=112명)에게는 10주 동안 개별 자율학습을 진행하게 하였다. 수집 된 자료는 SPSS/WIN 21.0을 이용하여 기술통계, X2-test, independent t-test로 분석하였다. 연구결과 실험군에서 자기주도 학습능력(t=6.50, p<.001), 학업적 자기효능감(t=2.01, p=.046), 학업성취도(t=4.98, p<.001)가 대조군에 비 해 유의하게 높은 것으로 확인되었다. 본 연구결과를 통해 동료학습이 간호대학생에게 미치는 긍정적인 영향이 확인되 었으므로 간호교육의 교과 외 활동 설계 시 유용한 기초자료로 활용될 수 있을 것이다.

This study conducted to investigate the effects of Peer-Assisted Learning(PAL) applied to nursing education on self-directed learning ability, academic self-efficacy, and academic achievement of nursing students. The research design was a pre-post-post design with an inequality control group, and a total of 229 students from G University who agreed to participate in the study were included. After the completion of regular classes, the experimental group(N=117) was given a PAL program at least once a week for 10 weeks, and the control group(N=112) was given individual self-learning for 10 weeks. The collected data were analyzed using descriptive statistics, X2-test, and independent t-test using SPSS/WIN 21.0. As a result, self-directed learning ability(t=6.50, p<.001), academic self-efficacy(t=2.01, p=.046), and academic achievement(t=4.98, p<.001) were higher in the experimental group than in the control group. As the positive effect of peer learning on nursing students was confirmed through the results of this study, it can be used as useful basic data when designing extracurricular activities for nursing education.

본 연구는 간호대학생 1, 2학년 대상으로 거꾸로 학습을 적용한 방과 후 프로그램을 시행하여 이들의 프로그램 전.후의 자기주도학습력과 학습동기를 확인함으로써 거꾸로 학습의 효과를 규명하기 위한 단일집단 사전 사후 설계 연구이다. 겨울 방학동안 N시 D대학교에서 이 프로그램 참여한 대상자 중 35명을 2018년 12월 7일에 사전 조사하였고, 프로그램 후 2019년 1월 18일 사후조사하여 자기주도학습력, 학습동기, 만족도를 확인하였다. 자료는 SPSS 22.0을 활용하여 대응표본 t-검정으로 분석하였다. 학습자의 자기주도학습력은 프로그램 전에 비해 후가 증가하였으며, 통계적으로 유의한 차이를 보였다(t=-4.04, p<.001). 학습자의 학습동기는 통계적으로 유의한 차이를 보이지 않았다(t=-1.08, p=.288). 학습자의 만족도는 평균 3.49 ± 0.93점이었다. 따라서 교육자와 학교는 학습자의 자기주도학습력 향상을 위해 교과과정 내에 거꾸로 학습법을 구성하도록 제안한다.

The purpose of this study was to investigate the effect of flipped learning in ASP(after school program) on self-directed learning ability and learning motivation. This study used a one group pre test-post test design. Data derived from 35 person nursing students enrolled in after-school program between 17 December 2018 and 18 January 2019 at D university. The learner's self-directed learning ability increased, statistically differed differences(t=-4.04, p<.001) but, motivation increased there were no statistically significant differences(t=-1.08, p=.288). The average of ASP satisfaction scores for the program was 3.49 ± 0.93. Therefore, it is suggested that educators and schools organize their flipped learning methods in the curriculum to improve learners' self-directed learning ability.