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KMID : 0806120220520030278
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대한간호학회지
2022 Volume.52 No. 3 p.278 ~ p.290
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Influence of Non-face-to-face Classes Experience Nursing Students’ Learning Presence on Academic Achievement: Mediating Effect of Learning Flow and Moderated Mediation of Digital Literacy
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Ryu Eui-Jeong
Jang Keum-Seong
Kim Eun-A
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Abstract
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Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect controlled by digital literacy in the effect of the learning presence of non-face-to-face class experience nursing students on academic achievement.
Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0) programs.
Results: The mediating effect of learning flow in the effect of learning presence on academic achievement is 0.42 and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow.
Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increased as the level of digital literacy increased. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.
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KEYWORD
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Students, Nursing, Learning, Achievement, Literacy, Mediation Analysis
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