대면수업과 비대면 수업에서 간호대학생의 자기조절학습능력이 인지된 학업성취도에 미치는 영향: 학습실재감의 매개효과 (The Effect of Nursing Students' Self-Regulated Learning Ability on Perceived Academic Achievement in Face-to-Face and Non-face-to-face Classes: The Mediating Effect of Learning Presence)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 24권 / 11호 / 75 ~ 88페이지
· 저자명 : 송명경, 정혜영

초록

목적 본 연구는 대면수업과 비대면수업을 경험한 간호대학생의 자기조절학습능력, 학습실재감, 인지된 학업성취도의 차이와 이들간의 관계를 확인하고, 자기조절학습능력과 인지된 학업성취도의 관계에서 학습실재감의 매개효과를 확인하고자 하였다.
방법 자료수집은 대면수업과 비대면 수업을 모두 경험한 간호대학생을 대상으로 2022년 5월 9일부터 27일까지 실시되었으며, 총 187명의 자료를 최종 분석에 사용하였다. 수집된 자료는 SPSS 22.0 프로그램을 이용하여 t-test, ANOVA, Scheffé test, Person’s correlation coefficients, Hierarchical multiple regression으로 분석하였다.
결과 대면수업에서 자기조절학습능력과 학습실재감, 자기조절학습능력과 인지된 학업성취도, 학습실재감과 인지된 학업성취도의관계는 유의하였다. 비대면 수업에서 자기조절학습능력과 학습실재감, 자기조절학습능력과 인지된 학업성취도, 학습실재감과 인지된 학업성취도의 관계는 유의하였다. 또한 간호대학생의 자기조절학습능력과 인지된 학업성취도의 관계에서 학습실재감의 부분매개효과를 확인하였고, 설명력은 대면수업 36.7%, 비대면 수업 43.6%였다.
결론 간호대학생의 인지된 학업성취도를 향상하기 위해서는 자기조절학습능력과 학습실재감 증진을 위한 체계적인 프로그램 개발과 적용을 위한 다양한 방안이 마련되어야 할 것이다. 또한 대면수업과 비대면 수업을 상호보완할 수 있는 수업 방법의 다변화 전략도고려할 필요가 있다.

영어초록

Objectives This study confirmed the differences in self-regulated learning ability, learning presence, and perceived academic achievement of nursing students who experienced face-to-face and non-face-to-face classes and the relationship between them, and learned from the relationship between self-regulated learning ability and perceived academic achievement. We sought to confirm the mediating effect learning presence.
Methods Data collection was conducted from May 9 to 27, 2022, targeting nursing students who experienced both face-to-face and non-face-to-face classes, and data from a total of 187 students were used in the final analysis. The collected data were analyzed using t-test, ANOVA, Scheffé test, Person’s correlation coefficients, and hierarchical multiple regression using SPSS 22.0 program.
Results In face-to-face classes, self-regulated learning ability and learning presence, self-regulated learning ability and perceived academic achievement, learning presence and perceived academic achievement The relationship was significant. In non-face-to-face classes, self-regulated learning ability and sense of learning presenc), self-regulated learning ability and perceived academic achievemen), learning presence and perceived academic achievement The relationship with achievement was significant. In addition, the partial mediating effect of learning presence was confirmed in the relationship between nursing students' self-regulated learning ability and perceived academic achievement, and the explanatory power was 36.7% for face-to-face classes and 43.6% for non-face-to-face classes.
Conclusions In order to improve the perceived academic achievement of nursing students, various methods should be prepared to develop and apply systematic programs to improve self-regulated learning ability and sense of learning reality. Additionally, it is necessary to consider strategies for diversifying teaching methods that can complement face-to-face and non-face-to-face classes.

참고자료

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