Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of After School Program Applying Flipped Learning on Self-Directed Learning Ability and Learning Motivation of Nursing Student

거꾸로 학습을 적용한 방과 후 프로그램(After School Program)이 간호대학생의 자기주도학습 및 학습동기에 미치는 효과

  • 하혜진 (동신대학교 대학원 간호학과) ;
  • 우상준 (동신대학교 간호학과)
  • Received : 2020.08.04
  • Accepted : 2020.09.20
  • Published : 2020.09.28
Download PDF
⟨ Previous Next ⟩

Abstract

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.

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.

Keywords

References

  1. H. S. Jung. (2004). Effects of Self-Directedness, Task Value, and Learning Types on Learner Satisfaction and Achievement. Docrotal dissertation. EHW Universiy, Seoul.
  2. K. C. Hong. (2004). Development of Learning Capability Analysis and Learning Model for Constructivist Self-directed Learning. The Korean Journal of Educational Psycholgy. 18(1), 75-98.
  3. H. O. Park. (2017). The Effects of Parenting Attitudes Perceived by Special-Purpose High School Students on Their Self-Directed Learning Ability. Journal of Special & Gifted Education, 4(2), 125-147.
  4. H. S. Yu, J. W. Ko & H. N. Lim. (2011). Examining Learning Experiences Influencing on the Communication Skills and High-Order Thinking Skills. The Journal of Educational Administration, 29(4), 319-337.
  5. N. S. Seo, S. J. Woo & Y. J. Ha. (2015). The Effects of Self-directed Learning Ability and Motivation on Learning Satisfaction of Nursing Students in Convergence Blended Learning Environment. Journal of Digital Convergence, 13(9), 11-19. DOI : 10.14400/JDC.2015.12.9.11
  6. D. S. Lee. (2013). Development and Validity Test of Self-Directed Learning Evaluation System. Docrotal Dissertation. IJ Universiy, Inje.
  7. J. H. Kim & M. K. Park. (2018). Effects of Self-Determination Motivation to Learning Flow on in Self-Regulated Learning: Mediating Effect of Metacognition. Journal of the Korea Convergence Society, 9(2), 241-252. DOI : 10.15207/JKCS.2018.9.2.349
  8. Y. S. Yoo. (2006). The Effect of Self-directed Learning Ability and Motivation on Performance in Distance Learning. Docrotal dissertation. GJ Universiy, Gongju.
  9. J. S. Kim. (2007). The Determinants of University Students' Satisfactionand Performancein - Learning Environment. Docrotal dissertation. IJ Universiy, Inje.
  10. Y. J. Chang. (2007). Verification of a Relational Model among College Dance Students' Academic Motivation, Learning Attitude, Career Decision Making Self-Efficacy & Career Preparation Behavior. Docrotal dissertation. KR Universiy, Seoul.
  11. S. G. Lee. (2016). Effects on Self-Directed Learning Abilities, Learning Motivation of Flipped Learning of Elementary Students. Docrotal dissertation. DG Universiy, Deagu.
  12. D. Y. Lee. (2013). Research on Developing Instructional Design Models for Flipped Learning. The Journal of Digital Policy & Management, 11(12), 83-92.
  13. E. J. Chang. (2015). A Study on Korean Language Instruction Applying Flipped Learning. Teacher Education, 31(2), 199-217.
  14. J. H. Kim. (2016). Practical Application and Impact of Flipped Classroom In Elementary School for Social Studies. Docrotal dissertation. CJ Universiy, Cheongju.
  15. M. K. Kim. (2015). The Effects of Flipped Classroom on Middle School Learners' English Academic Achievement and Affective Domains. Docrotal dissertation. JJN Universiy, Jeju.
  16. E. H. Lim. (2016). Effects of Flipped Learning on Vocabulary Acquisition and Learning Attitudes for Korean High School Students. Docrotal dissertation. EHW Universiy, Seoul.
  17. S. H. Song. (2016). A Study on of the Military Educational Institutions Effectively apply Learning -Focusing on Flipped Learning -. Docrotal dissertation. GJ Universiy, Gongju.
  18. J. S. Oh. (2015). University Students' Experiences and Perceptions Towards Flipped Classroom. Korean Education Inquiry 33(4), 1-23.
  19. L. M. Guglielmino. (1977). Development of the Self-Directed Learning Readiness Scale. Doctoral dissertation, Georgia University.
  20. K. W. Yoo. (1997). Study on the Self-Direction of Adult Learners and its Demographic and Socio-Psychological Variables. Docrotal dissertation. SN Universiy, Seoul.
  21. E. M. Lim. (1998). Relationship between Learning Motivation and Parent Behavior and Learning Achievement. Docrotal dissertation. SN Universiy, Seoul.
  22. N. Y. Kim & J. E. Kang. (2011). Relations among Motivation to Participate, Organizational Support, Satisfaction and Learning Outcomes of Female Adult Learners in Lifelong Education. Journal of The Korea Contents Association, 11(12), 958-968. DOI : 10.5392/JKCA.2011.11.12.958
  23. S. J. Park. (2015). Development of the Revised Model of Flipped Classroom and Analysis of Its Educational Effects. Research in Social Studies Education, 22(2), 1-21.
  24. S. J. Kang, E. J. Kim & H. J. Shin. (2016). Convergence Study about Problem-based Learing and Self-directed Learning Ability, Problem Solving Skills, Academic Self-efficacy, Motivation toward Learning of Nursing Students. Journal of the Korea Convergence Society, 7(2), 33-41. DOI : 10.15207/JKCS.2016.7.2.033
  25. K. W. Yoo. (2017). Analysis of Relationships and Effects of Pre-service Early Childhood Teacher's Motivations of Choosing a Teaching Profession Related to Educational Belief and Self-Directed Learning Readiness. Korean Journal Community Living Science Association, 28(1), 115-130. DOI : 10.7856/KJCLS.2017.28.1.115
  26. H. S. Cho & Y. O. Chang. (2016). The Effects of Flipped Learning Applied to Home Economics Education on Academic Engagement, Self-Directed Learning Ability and Social Interaction of Middle School Students. Journal of Korean Home Economics Education Association, 28(4), 1-20. DOI : 10.19031/JKHEEA.2016.12.28.4.1
  27. K. C. Hong & J. Y. Kim (2017). The Effect of Flipped Learning on Self-Directed Learning Ability and Learning Motivation. Education Research, 70, 205-232. https://doi.org/10.17253/swueri.2017.70..008
  28. M. O. Suh. (2016). The Meta Analysis of the Effectiveness of Flipped Classroom. Journal of Educational Technology, 32(4), 707-741. https://doi.org/10.17232/KSET.32.4.707
  29. H. H. Jeong. (2017) A Study of Loyalty to Flipped Learning Applied at College Courses - The Relationship among Learning Motivation, Learning Engagement, Satisfaction, and Loyalty. Journal of Educational Technology, 33(3), 537-565. https://doi.org/10.17232/KSET.33.3.537
  30. K. E. Park & S. G. Lee. (2016). Flipped Learning Teaching Model Design and Application for the University's "Linear Algebra. Korean Society of Mathematical Education, 30(1), 1-22.
  31. H. S. Lee, S. C. Kang & C. S. Kim. (2016). Analysis of the Structural Relationship among Factors Related to the Effects of Flipped Learning. The Journal of Korean Association of Computer education, 19(1), 87-100. https://doi.org/10.32431/KACE.2016.19.1.009
  32. J. E. Hwang & J. H. Kim. (2017). The Structural Relationships among Social Support, Career Maturity, Academic Motivation, and Aggression of Adolescents. Korean Journal of Counseling, 16(6), 385-408. https://doi.org/10.28972/kjec.2017.16.4.385