The Journal of the Korea Contents Association (한국콘텐츠학회논문지)

The Korea Contents Association (한국콘텐츠학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of the Flipped Learning on Grit, Learning Presence, and Learning Satisfaction of Nursing Students

플립러닝 교수법이 간호대학생의 그릿, 학습실재감 및 학습만족도에 미치는 효과

  • Received : 2022.03.10
  • Accepted : 2022.04.26
  • Published : 2022.05.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to evaluate the effect on the grit, learning reality, and learning satisfaction for nursing students using the flipped learning teaching method. We developed a flipped learning educational program using ADDIE model for nursing students and evaluated the program effect. As a result of this study, the grit (t=-3.07, p=.003), the learning presence (t=-4.87, p<.001) and the learning satisfaction (t=-5.18, p<.001) significantly increased after flip learning method application. The Grit shown to have a significant positive correlation with learning presence (r = .47, p<.001), and learning satisfaction (r = .26, p<.005). The learning presence shown to have a significant positive correlation with learning satisfaction (r = .548, p<.001). The flipped learning teaching method may improve the grit, learning reality, and learning satisfaction. Various efforts will be needed to lay the foundation for flipped learning teaching methods in the field of nursing education in the future.

본 연구의 목적은 플립러닝 교수법 적용 후 간호대학생의 그릿, 학습실재감, 학습만족도에 미치는 효과를 검증하기 위함이다. 간호학생을 대상으로 ADDIE 모델을 기반 플립러닝 교수법을 활용한 프로그램을 개발하고 효과를 평가하였다. 연구 결과, 프로그램을 적용한 후 그릿(t=-3.07, p=.003), 학습실재감(t=-4.87, p<.001), 및 학습만족도(t=-5.18, p<.001) 모두 유의하게 증가하였다. 상관관계를 분석한 결과, 그릿은 학습실재감(r=.469, p<.001) 및 학습만족도(r=.258, p<.005)와 학습실재감은 학습만족도(r=.548, p<.001)와 유의한 양의 상관관계가 나타났다. 플립러닝 교수법은 학습자의 그릿과 학습실재감, 학습만족도를 향상시키며, 앞으로 간호교육 분야에서 플립러닝 교수법의 토대를 마련하기 위한 다각적인 노력이 필요하다.

Keywords

References

  1. J. W. Do, "An investigation of design constraints in the process of converting face-to-face course into online course," Journal of Education & Culture, Vol.26, No.2, pp.153-173, 2020. https://doi.org/10.24159/JOEC.2020.26.2.153
  2. S. C. Lee, S. Y. Kim, and S. H. Park, "Early response to COVID-19 at the university and evaluation of class satisfaction: Case of non-face-to-face semester at Kyungpook National University," Journal of Learner-Centered Curriculum and Instruction, Vol.20, No.20, pp.993-1019, 2020.
  3. S. H. Kwon, S. Y. Han, J. Lee, S. H. Bang, " A study on the development of a smart e-learning teaching-learning model to strengthen university liberal arts education capabilities," Lifelong learning society, Vol.8, No.3, pp.115-152, 2012. https://doi.org/10.26857/JLLS.2012.12.8.3.115
  4. B. Goodwin, "Evidence on flipped classrooms is still coming in," Vol.70, pp.78-80, 2013.
  5. J. Cha and J. H. Kim, "Effects of Flipped learning on the critical thinking disposition, academic achievement and academic self-efficacy of nursing students: A mixed methods study," The Journal of Korean Academic Society of Nursing Education, Vol.26, No.1, pp.25-35, 2020. https://doi.org/10.5977/jkasne.2020.26.1.25
  6. M. K. Cho and M. Y. Kim, "Effect of flipped learning education in physical examination and practicum," Journal of the Korea Academia-Industrial Cooperation Society, Vol.17, No.12, pp.81-90, 2016. https://doi.org/10.5762/KAIS.2016.17.12.81
  7. H. Greenberger, H. Reches, and S. Riba, "Do new graduates of registered nursing programs in Israel perceive themselves as technically competent?," The Journal of continuing education in nursing, Vol.36, No.3, pp.133-140, 2005. https://doi.org/10.3928/0022-0124-20050501-11
  8. J. H. Lee, Y. J. Kim, and K. Y. Lim, "The Relationships among Grit, Collaboration Preference, Engagement, Problem Solving Ability in University Flipped Learning". Korean Association For Learner-Centered Curriculum And Instruction, Vol.19, No.17, pp.1047-1071, 2019.
  9. A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, "Grit:perseverance and passion for long-term goals," Journal of Personality andSocial Psychology, Vol.19, No.17, pp.1087-1101, 2007.
  10. J. Y. Jeong, Y. S. Seo, J. H. Choi, S. H. Kim, M. S. Lee, S. H. Hong, J. S. Choi, and D. E. Park, "The influence of grit on turnover intention of university hospital nurses: the mediating effect of job involvement," Journal of Korean academy of nursing, Vol.49, No.2, pp.181-190, 2019. https://doi.org/10.4040/jkan.2019.49.2.181
  11. D. H. Kim, M. H. Kang, and M. J. Kang, "Analyze the learning effects of flipped learning used in university education," A Study on Educational Methods, Vol.29, No.4, pp.597-625, 2017.
  12. K. K. Kwon and H. M. Jung, "Analyzing the relationship between academic self-efficacy, task value, learning participation, academic achievement, and learning satisfaction in a flipped learning environment," Educational Engineering Research, Vol.34, No.3, pp.407-439, 2018.
  13. S. K. Lee, "The Relationship among Pre-Class Learning Participation, Task Value, Learning Presence, Class Participation, Learning Satisfaction in Teaching Profession Courses with Flipped Learning," The Society of Learner-Centered Curriculum, Vol.20, No.2, pp.1227-1253, 2020.
  14. K. M. Elliott and M. A. Healy, "Key factors influencing student satisfaction related to recruitment and retention," Journal of Marketing for Higher Education, Vol.10, No.4, pp.1-11, 2001. https://doi.org/10.1300/J050v10n04_01
  15. N. H. Kim, "Explaining the relationship between teaching design quality, knowledge sharing attitude, knowledge sharing behavior, and satisfaction in teaching subjects applied with flipped learning," A Study on Educational Information Media, Vol.24, No.1, pp.201-221, 2018.
  16. Y. S. Lee and Y. Eun, "The effect of the flipped learning on self-efficacy, critical thinking disposition, and communication competence of nursing students," The Journal of Korean Academic Society of Nursing Education, Vol.22, No.4, pp.567-576, 2016. https://doi.org/10.5977/JKASNE.2016.22.4.567
  17. Y. J. Seo and E. K. Suh, "The Effects of Flipped Learning Class Using Team-based Learning on Learners' Self-regulated Learning and Peer Assessment," Korean Association For Learner-Centered Curriculum And Instruction, Vol.19, No.2, pp.1193-1207, 2019. https://doi.org/10.22251/jlcci.2019.19.2.1193
  18. C. Shim, "Study on the effects of flip learning-based simulation education on the learning flow, learning confidence, communication skills, and clinical competence of nursing students," J. Korea Entertain Ind Assoc, Vol.13, pp.541-549, 2019. https://doi.org/10.21184/jkeia.2019.12.13.8.541
  19. E. O. Park and J. H. Park, "Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing," Japan Journal of Nursing Science, Vol.15, No.2, pp.125-134, 2018. https://doi.org/10.1111/jjns.12176
  20. Y. Choi and J. Kim, "Effects of flipped learning in core competencies of nursing students: Based on communication, problem solving, and self-directed learning," The Journal of Learner-Centered Curriculum and Instruction, Vol.18, No.19, pp.1163-1182, 2018.
  21. H. Kim and Y. H. Kim, "An action research on flipped learning for fundamental nursing practice courses," Journal of Korean Academy of Fundamentals of Nursing, Vol.24, No.4, pp.265-276, 2017. https://doi.org/10.7739/jkafn.2017.24.4.265
  22. T. Hirano, "Development of an Analysis Workshop of National Assessment of Academic Ability Based on Jigsaw Method and Flipped Learning," Japan Journal of Educational Technology, Vol.41, pp.113-116, 2018.
  23. C. R. Presti, "The flipped learning approach in nursing education: A literature review," Journal of Nursing Education, Vol.55, No.5, pp.252-257, 2016. https://doi.org/10.3928/01484834-20160414-03
  24. H. Friedman and L. Friedman, "Crises in education: Online learning as a solution," Creative Education, Vol.2, No.3, pp.156-163, 2001. https://doi.org/10.4236/ce.2011.23022
  25. O. S. Lee and Y. G. Noh, "The Effect of the Flipped Learning on Learning motivation, Academic self-efficacy and Critical Thinking Disposition of Nursing Student's," J. Korea Digital Policy Society, Vol.17, No.3, pp.253-260, 2019.
  26. S. R. Lee and Y. W. Son, "Predict this excellent academic achievement?: Carefully planned practice and determination (Grit)," The Journal of Korean Psychology, Vol.10, No.3, pp.349-366, 2013.
  27. H. R. Min, Effect of learning realism on learning outcomes in flipped learning classes, Yonsei University Graduate School of Education, Master's thesis, 2017.
  28. N. Shin, "Institution's presence: its significance to distance learning.Global E-Journal of Open," Flexible and Distance Learning, Vol.2, No.1, pp.27-36, 2002.
  29. S. W. Kim and G. Y. Lim, "Relationships among Self-Regulation, Teaching Presence, Perceived Interaction, and Learning Outcomes in a Flipped Learning Environment: Mediating Effects of Perceived Interaction," J Korean Educational Methods, Vol.28, No.4, pp.743-766, 2016. https://doi.org/10.17927/tkjems.2016.28.4.743
  30. Y. A. Kwon and H. S. Lee, "Analysis of the Effects of Flip Learning Based Learning on Learning Satisfaction and Learning Intention," J Humanities, Social Sciences, and Technology Convergence Society. Vol.9, No.10, pp.11-23, 2019.
  31. E. J. Son, J. H. Park, I. C. Lim, Y. Lim, and S. W. Hong, "Impact of flipped learning applied at a class on learning motivation of collage students," Journal of Cognitive Development Arbitration, Vol.6, No.2, pp.97-117, 2015.
  32. C. S. Dweck, Mindset: The new psychology of success, New York, NY: RandomHouse Incorporated, 2006.
  33. S. H. Bae and S. J. Shin, "The Effect and Strategies of Flipped Learning in Nursing Education: A Systematic Review," Health & Nursing, Vol.30, No.2, pp.1-9, 2019.
  34. D. H. Kim, M. H. Kang, and M. J. Kang, "Investigating the Educational Effects of Flipped learning in a College Setting," J Korean Educational Methods, Vol.29, No.4, pp.597-625, 2017. https://doi.org/10.17927/tkjems.2017.29.4.597
  35. J. S. Kim and M. H. Kang, "Structural relationship among teaching presence, learning presence,and effectiveness of e-learning in the corporate setting," Asian Journal of Education, Vol.11, No.2, pp.29-56, 2010. https://doi.org/10.15753/aje.2010.11.2.002
  36. H. Choi, "Applying the flipped learning model to an English-medium nursing course," J Korean Acad Nurs, Vol45, No.6, pp.939-948, 2015. https://doi.org/10.4040/jkan.2015.45.6.939
  37. J. Hanson, "Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice," Nurse Educ Pract, Vol.16, pp.79-85, 2016. https://doi.org/10.1016/j.nepr.2015.09.001
  38. V. Simpson and E. Richards, "Flipped the classroom to teach population health: increasing the relevance," Nurse Educ Pract, Vol.15, pp.162-167, 2015. https://doi.org/10.1016/j.nepr.2014.12.001
  39. K. Missildine, R. Fountain, L. Summers, and K. Gosselin, "Flipped the classroom to improve student performance and satisfaction," J Nurs Educ, Vol.52, No.10, pp.597-599, 2013. https://doi.org/10.3928/01484834-20130919-03