플립수업과 강의식 수업에서 간호대학생의 학습동기와 수업참여도 및 수업만족도

Nursing students learning motivation, class participation, and class satisfaction on flipped class and teacher-centered class

본 연구는 보건교육 및 방법론을 수강하는 간호대학생 49명을 대상으로 7주의 강의식 수업과 6주의 플립수업을 시행하여 대상자의 학습동기와 수업참여도 및 수업만족도를 확인ㆍ비교하였으며, 각 수업방식에서의 학습동기와 수업참여도가 수업만족도에 미치는 영향을 확인하였다. 연구결과 학습동기, 수업참여도 및 수업만족도에서 플립수업이 강의식 수업보다 유의하게 높았으며, 강의식 수업과 플립수업 모두 학습동기, 수업참여도 및 수업만족도의 통계적으로 유의한 순상관관계가 있는 것으로 나타났다. 강의식 수업에서는 학습동기가 수업만족도에 영향을 미치는 예측요인으로 44.7%의 설명력이 있는 것으로 나타났으며, 플립수업에서는 학습동기, 수업참여도 모두 수업만족도에 영향을 미치는 예측요인으로 77.1%의 설명력을 보였다. 본 연구결과를 토대로 보다 효율적이고 적극적인 간호학 수업을 설계하는 데 있어 플립러닝의 특성을 활용할 것을 제안한다.

The purpose of study was to investigate nurse students learning motivation, class participation, and class satisfaction on flipped class and teacher-centered class. Study participants were 49 nursing students enrolling in health education. The flipped class was composed of online learning, cooperative learning and teacher s statement properly for 6 weeks while and teacher-centered class consisted of a teacher s statement mostly for 7 weeks. The data were collected by quesionnaires ans were analyzed with SPSS 23.0, using descriptive statistics, paired sample t-test, and multiple regression. The results are as followers. In teacher-centered class, the mean score for learning motivation was 3.59±.43, for class participation, 3.10±.50, and for class satisfaction, 3.56±.54. In flipped class, he mean score for learning motivation was 3.73±.52, for class participation, 3.37±.33, and for class satisfaction, 3.82±.58. The flipped class was higher learning motivation, class participation, and class satisfaction than the teacher-centered class. In teacher-centered class, the regression model explained 44.7% and learning motivation was significant predictor of class satisfaction. On the other hand, in flipped class, the regression model explained 77.0% and both learning motivation and class participation were significant predictor of class satisfaction. These study findings provided that flipped class can facilitate in increasing the learning motivation, class participation, and class satisfaction of nursing students. Therefore this study suggests that flipped class should be exploited in designing nursing classes.