• 한국간호교육학회지
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• 제19권3호
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• pp.413-422
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• 2013

Purpose: This study was designed to explore the influencing factors on communication skill of nursing students and to investigate the relationship between learning style, critical thinking disposition and communication skill, Methods: The study sample was composed of 559 nursing students. Data was collected from 1st to 30th, May 2012 used a questionnaire which included Kolb's learning style inventory, critical thinking disposition inventory, communication skill inventory. The SPSS 18.0 Window program was used for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Results: Learning styles of subjects were diverging 39.5%, accommodating 32.6%, assimilating 22.7%, and converging 5.2%. The total mean score of critical thinking disposition and communication skill was 3.58 and 3.39 respectively. The score of Critical thinking disposition(t=3.06, p=.002) and Communication skill(t=3.25, p=.002) significantly differed between clinical practice satisfaction. Communication skill was the most significant predictor and accounted for 41.3% of the variance in critical thinking disposition in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely on one style. There should be more emphasis placed on the development of positive critical thinking disposition and communication skill of nursing students.

• 기본간호학회지
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• 제19권3호
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• pp.334-342
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• 2012

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

• Korean journal of medical education
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• 제30권4호
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• pp.339-346
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• 2018

Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2011년도 제44차 하계학술발표논문집 19권2호
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• pp.261-264
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• 2011

이 연구에서는 프로젝트 기반 초등수학교육에서 학업성취도와 수학적 태도에 대한 학습양식의 효과를 분석하였다. 이 연구는 프로젝트 기반 초등수학교육이 어떤 양식의 학습자에게 학업성취도와 수학적 태도 신장에 더 효과적인지 검증하여, 학습자 중심교육 환경 설계에 시사점을 제공하는데 목적이 있다. 104명의 초등학생을 대상으로 Kolb의 자기보고식 검사지를 사용하여 분산자, 융합자, 수렴자, 적응자 학습양식으로 분류하고, 4주간 12차시에 걸쳐 프로젝트 기반 수학교육을 실시하였다. 연구결과, 학습양식이 학업성취도와 수학적 태도 향상에 효과를 나타내었다. 프로젝트 기반 초등수학교육은 수렴자 학습양식의 학업성취도 향상에 효과적인 것으로 판단되었다. 또한, 수학적 태도의 세부요인에서는 수렴자 학습양식의 자신감, 목적의식 신장과 융합자 학습양식의 흥미신장에 효과적인 것으로 판단되었다.

• 한국간호교육학회지
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• 제13권1호
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• 대한간호학회지
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• 제30권6호
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• pp.1521-1530
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• 2000

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.

• 대한지구과학교육학회지
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• 제9권2호
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• pp.123-138
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• 2016

본 연구의 목적은 자기질문전략 중 QAR(Question-Answer-Relationship) 전략을 적용한 과학수업이 학습유형에 따라 초등학교 5학년 학생들의 과학적 태도에 어떠한 영향을 미치는지를 알아보는 것이다. 따라서 연구대상은 초등학교 5학년 4개 학급 97명을 대상으로 실험집단 49명과 비교집단 48명을 선정하였다. 수업실시 전과 후, 각 집단을 대상으로 검사를 실시하여 자기질문전략이 과학적 태도에 미치는 영향을 알아보았다. 또한 실험집단 학생을 대상으로 Kolb의 자기보고식 학습유형 검사를 실시하여 학습유형에 따른 과학적 태도의 변화를 비교 분석 하였다. 연구결과는 다음과 같다. 이 연구에서 밝혀진 결과는 다음과 같다. 첫째, 과학적 태도에 있어 수업 실시 후 실험집단과 비교집단 사이에 유의미한 차이가 있었다. 둘째, 실험집단의 학습유형을 분류한 결과 적응자(46.9%), 수렴자(24.5%), 분산자(20.4%), 융합자(8.2%) 순이었다. 자기질문전략을 적용한 수업 후 과학적 태도에 있어 학습유형 집단 간에는 통계적인 유의미한 차이를 보이지 않았으나 학습유형 중 융합자 보다는 적응자, 수렴자, 분산자의 과학적 태도에 더 긍정적인 영향을 끼쳤다.

• Journal of Korean Biological Nursing Science
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• 제15권4호
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• pp.155-163
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• 2013

Purpose: The purpose of this study was to identify the mediating effect of confidence for drug calculation in the relationship between interest in medication and drug calculation competency using learning style. Methods: Participants in this study were 421 nursing students from Busan and Kyungnam province. The scales of learning style, interest in medication, importance of perception, confidence for drug calculation, and drug calculation competency for nursing students were used in this study. Descriptive statistics, $X^2$-test, t-test, Pearson correlation coefficient, and stepwise multiple regression were used for data analysis. Results: Learning styles of the participants were diverger 19.0%, accommodator 30.9%, converger 21.1%, and assimilator 29.0%. The drug dose calculation competency of participants was relatively low with a mean score 66.73. There were significant positive correlations among drug dose calculation competency, interest in medication (r=.31, p<.001), and confidence for drug calculation (r=.44, p<.001). Confidence for drug calculation was a moderator between interests in medication and drug calculation competency. Conclusion: Based on the result of this study, confidence for drug calculation promoting strategy such as medication reconciliation and various learning technology for improving drug calculation competency are needed.