earticle

영어

This study evaluated the effects of blended learning on learning attitudes, self-directed learning ability, and academic achievement among nursing students. The study included 115 third-year nursing students enrolled at a university in Metropolitan City B; it employed a one-group pretest-posttest quasi-experimental design. Blended learning was applied to an Adult Nursing course to assess its impact on students’ learning attitudes, self-directed learning ability, and academic achievement. The results indicated a statistically significant improvement in academic achievement following the intervention. Although learning attitudes and self-directed learning ability showed an upward trend, these changes were not statistically significant. A positive correlation was observed between self-directed learning ability and both learning attitudes and academic achievement; however, no statistically significant relationship was observed between learning attitudes and academic achievement. Future research should examine the outcome variables of blended learning and effects of the different instructional models, which will facilitate the development of a blended learning model appropriate for nursing education.

한국어

본 연구는 블렌디드러닝이 간호대학생의 학습태도, 자기주도 학습능력 및 학업성취도에 미치는 효과를 확인하기 위하여 시도되었다. B광역시 소재 대학 간호학과 3학년 115명을 대상으로 단일군 사전-사후 실험설계로 수행되었다. 성인간호학 학습에 블렌디드러닝 학습을 적용하여 학습태도, 자기주도 학습능력 및 학업성취도를 확인하였다. 연구결과 블렌디드러닝을 적용 후 학업성취도가 유의하게 증가하였고, 학습태도, 자기주도 학습능력은 증가하였으나 통계적으로 유의한 차이는 없었다. 학습태도, 학업성취도는 자기주도 학습능력과 정적 상관관계 가 나타났고, 학습태도와 학업성취도의 관계는 통계적으로 유의하지 않았다. 추후 블렌디드러닝 학습의 효과변수와 수업모형에 따른 효과를 확인하고 간호학에서 적합한 블렌디드러닝 수업모델을 개발하는 것을 제안한다.