Journal of Industrial Convergence (산업융합연구)

DAEHAN Society of Industrial Management (대한산업경영학회)
권호 표지
DOI QR코드

DOI QR Code

In the COVID-19 Situation, Factors Affecting Online Learning Satisfaction of Nursing Students

코로나 바이러스 감염증(COVID-19) 상황에서 간호대학생의 온라인 수업 만족도에 영향을 미치는 요인

  • Received : 2022.06.07
  • Accepted : 2022.10.20
  • Published : 2022.10.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study was attempted to determine the satisfaction of nursing students' online classes in the situation of coronavirus infection (COVID-19) and to identify factors affect it. This study conducted a survey on nursing students 220 in Daegu-Gyeongbuk area for a month in April 2021. The collected data were subjected to t-test, ANOVA, correlation, and multiple regression analysis. As a result of analyzing the factors affecting the online class satisfaction of nursing students, the learner factor (β=.29, p<.001) and the system factor (β=.51, p<.001) had a statistically significant effect, the variable with the greatest relative influence was the system factor. As online classes are expected to expand even after the end of COVID-19, for a change to education that can increase the satisfaction of learners, through the development of an online operating system suitable for learning and establishing a foundation for learners to learn independently A paradigm shift in nursing education is necessary.

본 연구는 코로나 바이러스 감염증(COVID-19) 상황에서 간호대학생의 온라인 수업 만족도를 확인하고 이에 영향을 미치는 요인을 파악하고자 시도되었다. 연구는 2021년 4월 한 달 동안 대구·경북지역의 간호대학생 220명을 대상으로 설문 조사하였으며, 수집된 자료는 t검정, ANOVA, 상관관계, 다중회귀분석을 실시하였다. 간호대학생의 온라인 수업 만족도에 영향을 미치는 요인을 분석한 결과 학습자 요인(β=.29, p<.001)과 시스템 요인(β=.51, p<.001)이 통계적으로 유의한 영향이 있었으며, 상대적으로 영향력이 가장 큰 변수는 시스템 요인으로 나타났다. COVID-19 종식 이후에도 온라인 수업이 더욱 확대될 것으로 전망됨에 따라 학습자의 만족도를 높일 수 있는 교육으로의 변화를 위해 학습자들이 주도적으로 학습할 수 있는 기반 마련과 이러한 학습에 적합한 온라인 운영 시스템의 개발을 통한 간호 교육의 패러다임 전환이 필요하다.

Keywords

References

  1. Ministry of Education (2020. March 2). Announcement of academic management and support strategies in education for COVID-19 correspondence. Press release of MOE.
  2. S. C. Lee, S. Y. Kim & S. H. Park. (2020). An early assessment on Korean universities' response to COVID-19: A case of KNU's untact class evaluation. Korean Association For LearnerCentered Curriculum And Instruction, 20(20), 993-1019. DOI : 10.22251/jlcci.2020.20.20.993
  3. J. Y. Kim, Y. S. Park, K. Y. Kim & K. S. Yang. (2021). An analysis of College Professors' and Students' Perceptions and Experiences of online classes under the COVID-19 situation. Educational Research, 80(1), 33-58. DOI : 10.17253/swueri.2021.80..002
  4. J. S. Choi, M. K. Kwon & E. K. Choi. (2020). A Study on the Instructor Perceptions and Satisfaction levels of Real-time Online Classes: Focusing on the case of Korean language program at D University. Dong-ak Society of Language and Literature. 81, 135-168. DOI : 10.25150/dongak.2020..81.005
  5. Spreng, R. A., & Mackoy, R. D. (1996). An empirical examination of a model of perceived service quality and satisfaction. Journal of Retailing, 72(2), 201-214. DOI : 10.1016/S0022-4359(96)90014-7
  6. Shin, N., (2003). Transactional presence as a critical predictor of success in distance learning, Distance Education, 24(1), 69-86. DOI : 10.1080/01587910303048
  7. Y. J. Ha., & J. H. Ha. (2011). The Mediating Effect of Learning Flow among Learning Motivation and Learning Satisfaction, Achievement on a base of e-Learning environment. Journal of Korean Association for Educational Information and Media, 17(2), 197.
  8. Paechter, M., Maier, B. & Macher, D. (2010). Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54, 222-229. https://doi.org/10.1016/j.compedu.2009.08.005
  9. Palmer, S. R., & Holt, D. M. (2009). Examining student satisfaction with wholly online learning. Journal of Computer Assisted Learning, 25, 101-113. https://doi.org/10.1111/j.1365-2729.2008.00294.x
  10. Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767.
  11. Choi, W. J., & Shin, J. G. (2011). The Study on Relationships of Learning Situation, Learning Participation Motivation, and E-Learning Effectiveness. The Korean Journal of Human Resource Development Quarterly, 13(2), 87-104. DOI : 10.18211/kjhrdq.2011.13.2.005
  12. M. Victoria Lopez-Perez, M. Carmen Perez-Lopez, & Lazaro Rodriguez-Ariza. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & Education, 56, 818-826. https://doi.org/10.1016/j.compedu.2010.10.023
  13. Eun-Soon Cho, & Sang-Zo Nam.(2011). Influence of College Students' Self-motivational Attitudes, Use of Instructional Function, and Understanding of Successful Learning on Achievement in e-Learning Class. Journal of the Korea Conterts Association, 11(12), 969-975. https://doi.org/10.5392/JKCA.2011.11.12.969
  14. Phil-Sik Jang.(2012). Relationships among Learner's Satisfaction, Self-Directedness and Flow Experience in Computer e-Learning. Journal of the Korea Society of Computer and Information, 17(2), 69-76. https://doi.org/10.9708/JKSCI.2012.17.2.069
  15. Lee, Jong-Man.(2011).What Drives a Successful e-Learning: Focusing on the Critical Factors Influencing e-Learning Satisfaction. Korean Jouranl of Business Administration, 24(4), 2245-2257.
  16. Jeong, Mu Goan, Choi, H. S., Lee, H. Y., Kim, M. J.. (2014). A Study on the Effect of Learner's Characteristics and e-learning System in the e-learning Satisfaction : Focused on the Mediating Effect of Lecture Commitment. The Journal of Business Education, 28(3), 21-50.
  17. H. J. Kim, S. J. Roh., & B. M. Yu. (2015). The Effects of Learner Factors, Teaching Reality, and Content Quality on Learning Satisfaction and Learning Continuation Intention in E-Learning at General University. The Journal of Educational Research, 13(2), 171-194.
  18. LaBarbera, R. (2013). The relationship between students' perceived sense of connectedness to the instructor and satisfaction in online courses. The Quarterly Review of Distance Education, 14(4), 209-220.
  19. Ladyshewsky, R. K. (2013). Instructor presence in online course and student satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23. https://doi.org/10.20429/ijsotl.2013.070113
  20. Hung, M., & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers and education, 81, 315-325. DOI : 10.1016/j.compedu.2014.10.022
  21. Hyojeong Hong, Jaykyung Lee. (2016). Identifying Teaching Competencies Blended Learning in University. Journal of Educational Technology, 32(2), 391-425. https://doi.org/10.17232/KSET.32.2.391
  22. Jun, B. (2017). A Study on the Learner's Satisfaction of Computer Practice Classes by applying BL: Focusing on contents and instructor interactions. Journal of Korea Society of Digital Industry and Information Management, 13(4), 221-230. DOI : 10.17662/KSDIM.2017.13.4.221
  23. Kim Jong-suk .(2007). An explorative study on the determinants of e-Learning performance and its pedagogical implication. The Korea Association of Yeolin Education, 15(3), 101-125.
  24. Hye-Jung LEE, TaeHyun, KIM.(2008).Influence of e-Learning contents type on learning outcome. Journal of Lifelong Learning Society, 4(1), 75-94. https://doi.org/10.26857/JLLS.2008.05.4.1.75
  25. Son, Dal-Ho.(2009).The Effect of Blended e-Learning on the Effectiveness of Learner. Business Management Review, 42(2), 1-26.
  26. Mi-Hye Kim.(2011).Web-based E-learning System Supporting an Effective Self-directed Learning Environment. Journal of the Korea Conterts Association, 11(9), 524-535. https://doi.org/10.5392/JKCA.2011.11.9.524
  27. Byeong Min Yu, Jpng Chul Jeon, Hye Jin Park. (2013). The Effects on Learning Motivation and Self-Efficacy according to the type of Reflection. Journal of Korean Association for Educational Information and Media, 19(4), 837-859.
  28. J. S. LEE. (2014). A Study on the Impact of Convenience, Usefulness and Social Presenceof E-Learning Program for Adult Learners upon Immersion in Their Learning. Doctoral dissertation. Kyungpook National Universiti, Daegu.
  29. M. K. Yeo. (2012). The Relationship Analysis of e-Learning Service Quality, Satisfaction and Repurchase Intention. Master's thesis. Sogang University, Seoul.
  30. Young Ju Joo, Na Young Kim, Hyun Kook Cho. (2008). Relationship between Self-Efficacy, Online Task Value and Self-Regulated Learning, and Satisfaction and Achievement in Cyber Education. Journal of Korean Association for Educational Information and Media, 14(3), 115-135.
  31. Young-mee Jeon, Jin-suk Cho. (2017). Analysis of Class Satisfaction and Perceived Learning Achievement to the Interaction Type on e-Learning in University. Journal of Internet Computing and Services (JICS), 18(1), 131-141. https://doi.org/10.7472/jksii.2017.18.1.131
  32. Mi Eun Kim, Min Jung Kim, Ye in Oh & Su Yeon Jung. (2020). The Effect of Online Substitution Class Cuased by Coronavirus(COVID-19) on the Learning Motivation, Instructor-Learner Interaction, and Class Satisfaction of Nursing Students. Journal of Learner-Centered Curriculum and Instruction, 20(17), 519-541.