• Journal of Digital Convergence
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• v.15 no.11
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• pp.361-374
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• 2017

The purpose of this study is to investigate the effect of team-based learning on the practice of nursing practice and the effects of nursing students' meta-cognition, academic achievement, confidence in performance, self-confidence and learning satisfaction. The subjects of this study were 115 students who wanted to participate in the research in the second grade of Nursing Department of G region. The data collection period was from March 6 to June 5, 2017. The data were analyzed independence t-test and one-way ANOVA by using the SPSS 21.0 program and paired t-test for the effects of variables after the experiment, and Pearson's correlation coefficient for the correlation between the variables. The results showed that meta-cognition and the confidence in performance of team-based learning was not only increased but also statistically significant. Academic achievement was moderate, learning satisfaction was high, and meta-cognition was positively correlated with learning satisfaction. Therefore, based on the results of this study, it is necessary to activate the application of self-directed and active learning method in order to improve the nursing practice ability required in nursing field.

• Journal of Digital Convergence
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• v.18 no.3
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• pp.395-404
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• 2020

The purpose of this study is to analyze the research published in Korea on the live atrium of Toegye Lee Hwang and present its applicability as a health dance program.To this end, Korean academic journals, the Korean Institute of Information Scientists and Engineers, and DBpia searched Korean journal publications with the keyword 'active visit', and 24 articles published from 1974 to December 2018 were classified into the Korean Research Foundation.According to the criteria, they were classified and analyzed into subclasses. As a result, first, the research trends of academic disciplines by year tended to increase the participation of various academic disciplines in the atrium.The interests of the live atrium differed in the order of physical education.Second, in terms of research subjects, more researches attempted to identify active atria as a research topic than research suggesting a plan.Third, the trends of the research topics were in order to study academic definition of live atrium, to find out the relationship between live atrium and other disciplines, to propose ways to use them, and to develop programs.Fourth, by applying the live atrium to a dance program, we found the potential as a dance program for health promotion.It is expected that these findings will not only provide the basic data for the possibility of a health dance program integrated with various fields, but also contribute to the search for the direction of health dance program research.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.85-93
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• 2020

This study was conducted to investigate ego resilience, cognitive emotion regulation strategies, academic stress on mental health of nursing students and provide data to increase mental health for nursing students based on the results. This research involved 299 nursing students in B city. The analyzed by the t-test, ANOVA, Pearson's correlation coefficient, multiple regression using SPSS/WIN 22.0. In results of the study, the average of mental health was 3.77±.98. Mental health were positively correlated with ego resilience (r=.450, p<.001), cognitive emotion regulation strategies (r=.408, p<.001), and was negatively correlated with academic stress (r=-.469, p<.001). Regression analysis showed 38.4% of variance in nursing student's the mental health can by experience of dating with age (β=-.171, p=.001), adjustment to college life (β=.223, p<.001), ego resilience (β=.203, p<.001), cognitive emotion regulation strategies (β=.179, p=.001), academic stress (β=-.193, p=.001). The fallow-up survey about various factors influencing nursing student's the mental health increasing program developing are required.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.219-227
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• 2019

This study examined the convergent relationship of stress factors related to the depression level(CES-D) of a college student. The questionnaire was used using an unregistered self-administered questionnaire for 304 students from a college located in J area from Nov. 12, 2018 to Dec. 14, 2018. The hierarchical multiple regression analysis results are as follows: The depression level of respondents turned out to be significantly higher in following groups: a group in which job seeking stress(CMI) is higher, a group in which academic burnout(MBI-SS) is higher, a group in which anxiety(BAI) are higher. The results show explanatory power of 60.7%. The results of the study indicate that the efforts, to decrease job seeking stress, to decrease academic burnout and, to decrease anxiety, are required to decrease the depression level among college students. These results can be utilized in various interventional efforts for academic counseling and guidance, job counseling, and psychological and emotional stability that lowers the depression level in college students. Following studies requires the presentation and analysis of structural models for the structural model that effects the depression levels of college students.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.397-404
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• 2021

This study examined how different types of remote video lectures, which universities are using in earnest now due to the COVID-19 pandemic, impact the academic achievement of learners. Zoom-based remote video lectures were divided into two types-general lecture-centered and group task-oriented-and experimental and control groups were set up accordingly. An achievement test and a questionnaire were conducted to determine how academic achievement differed between these two approaches. The achievement test revealed no significant differences in achievement scores between the two groups. Meanwhile, the questionnaire regarding satisfaction with Zoom-based video lectures indicated that both groups were highly satisfied. Participants in the general lecture-centered type group cited the effect of learning, their instructors' class preparation and attitudes towards the class, and the promotion of participation in learning activities as the causes of their satisfaction, while participants in the task-oriented type group highlighted communication and sharing, the efficiency of group discussions, and the moderate difficulty level of group tasks as the reasons for their satisfaction with the video lectures. Remote video lectures in the untact era are becoming increasingly common, and educators will need to develop various Zoom-based teaching strategies to maximize their efficiency.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.463-470
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• 2022

The purpose of this study was to identify the effects of online practicum based on action learning on self-directed learning ability, academic self-efficacy, and cooperation ability of nursing students. Similar experimental study of single group pre-post test design was used to investigate the effects of this online class. A total of 47 nursing students who were junior grade from one college participated in this study and self-administered questionnaire was used for data collection. Data were analyzed by frequencies, paired t test using the SPSS/Window 21.0 program. The result of this study showed that the improvement after online practicum based on action learning was significant in self-directed learning ability(t=3.832, p<.001), academic self-efficacy(t=4.258, p<.001), and cooperation ability(t=3.853, p<.001). These findings imply the value of online practicum based on action learning to enhance competency of nursing students. In the future, more studies should be conducted in the same group including control group and blended learning method using action learning to validate the effectiveness.

• Journal of Digital Convergence
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• v.19 no.11
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• pp.373-379
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• 2021

This study intends to test the effects of blended learning and case based learning on learning strategies, critical thinking disposition and academic self-efficacy for undergraduate nursing students. A one group pre-post design was applied to adult nursing of 23 nursing students. Data were collected between March 2 and April 30, 2021. Data were analyzed by using SPSS/WIN 23.0. The results showed that learning strategies(t=-2.43, p=.019) and sub-factor cognitive strategy (t=-2.22, p=.031), meta cognitive strategy(t=-2.59, p=.013) and resource management strategy (z=-2.46, p=.014) were significantly higher than levels before blended learning and case based learning. Critical thinking disposition(t=-1.14, p=.262) and academic self-efficacy(t=-.34, p=.734) were higher than levels before but was no significantly. In conclusion, It was confirmed that blended learning and case based learning is an effective educational program that improves learning strategies of nursing students. In the future, it is necessary to develop a program in which blended learning and case based learning can improve critical thinking disposition and academic self-efficacy, and to verify the effectiveness.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.25-32
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• 2022

The purpose of this study was conducted to develop adult distance literacy education program and verify its effects. The program was developed through the examination on factors affecting online literacy education and necessary analysis and feedback. Pre- and post-tests analyzing the effects of distance literacy education measuring academic understanding factor, learner satisfaction and satisfactory levels on the academic were administered to 49 adult literacy learners before and after a distance literacy education course. Also, this paper try to explore learners who participated in distance literacy education experience, change and that meaning. The results of the content analysis on the program are summarized as follows. First, there were statistically significant differences regarding academic understanding factor, learner satisfaction and perceived learning outcome satisfaction variables since distance literacy education program which is based on ARCS model start. In addition, learners were satisfied with replaying the learning videos several times, and the improved ability to use smart devices. But they expressed regrets about not being able to go to school and the difficulty of using the devices. It means that distance literacy education based on the ARCS model draw a positive learning conclusion. On the basis of these results, suggestions for further research were discussed.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.1-12
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• 2023

The purpose of the study is to analyze the impact of blended learning's external classroom formats and internal teaching strategies, which has been implemented in university classes due to COVID-19, on students' academic achievement and learners' perceptions, as well as to provide insights into the desirable direction of online education. The study was conducted during the 1st semester of 2022 at G University, targeting students taking Calculus I. The experimental group consisted of 117 students, while the control group consisted of 707 students. Blended learning, involving a combination of face-to-face classes, online classes, and mixed teaching methods, was implemented, and academic achievement and learner perceptions were assessed. The research findings indicate that compared to solely online classes, adopting a blended learning approach with online classes before the midterm and face-to-face classes afterwards resulted in a decline in academic achievement. The unprepared and simplistic external format of blended learning was found to be ineffective, however, a blended learning model consisting solely of online classes, incorporating a mix of asynchronous and synchronous instruction, demonstrated positive learner perceptions. Additionally, utilizing technology in the teaching strategies yielded positive outcome.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.257-266
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• 2018

This descriptive research study was conducted to identify the connection between life stress and depression in nursing college students. The data was collected targeting 311 students at colleges of nursing from November 20, 2017 to December 5, 2017, and analyzed through the multiple linear regression analysis method using the SPSS 20.0 statistics program. The results of this study found that there was a difference between life stress and depression in relation to the college life satisfaction among general and health-related characteristics. The level of life stress was the highest in academic problems; and the level of depression was 16.52. According to the results of correlation analysis, all the domains of life stress showed a significantly positive correlation with depression. When it comes to the effects of life stress on depression, there was a significant difference in the relationship with friends and views of value, and the level of explanatory power was 36.2%. In conclusion, this study suggests the necessity of developing intervention programs to reduce life stress and conducting the follow-up studies which are designed to establish various predictors that may act as life stress in college nursing students, based on the results of the effects of life stress on depression in nursing college students.