KMID : 0869920210270040381
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Journal of Korean Academy Society of Nursing Education 2021 Volume.27 No. 4 p.381 ~ p.391
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The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning
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Jeon Hae-Ok
An Gyeong-Ju
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Abstract
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Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students¡¯ learning satisfaction according to the online learning method.
Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson¡¯s correlation coefficient and a multiple regression analysis.
Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students¡¯ learning satisfaction were cognitive presence (¥â=.60, p<.001) and emotional presence (¥â=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (¥â=.64, p<.001) and emotional presence (¥â=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).
Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students¡¯ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.
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KEYWORD
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Education, Distance, Students, Personal satisfaction, Self-directed learning
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