Exploring Educational Meaning of Undergraduates’ Experience in Distance Education

Lee, Hye-Jeung

doi:10.22251/jlcci.2021.21.12.761

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“…온라인 원격수업에 관한 대학생들의 전반적인 학습만족도와 영 향요인을 파악해야 함에도 불구하고 교육학 분야의 연구는 활발 하나 [2,[14][15][16][17], 간호학 분야에서의 연구는 미흡한 실정이다. 온라 인 원격수업에 관해 국내 간호대학생들을 대상으로 이루어진 연 구는 비대면수업의 불편함과 어려움에 대해 주관적인 경험을 탐 색한 질적연구 [8,9]…”

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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

Jeon¹,

An²

2021

J Korean Acad Soc Nurs Educ

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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 (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.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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The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning

Jeon¹,

An²

2021

J Korean Acad Soc Nurs Educ

View full text Add to dashboard Cite

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Exploring Educational Meaning of Undergraduates’ Experience in Distance Education

Cited by 1 publication

References 0 publications

The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning

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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