The Effect of Classes through Google Classroom due to COVID-19 on Outcome-Based Nursing Education
AUTHORS
Me-Ok Yoon,Dept. of Nursing, Hanil University & Presbyterian Theological Seminary, 726-15 Sangwon-myeon, Wanju-gun, Jeollabuk-dol, 55359, Korea
Suk-Young Lee,Dept. of Nursing, Hanil University & Presbyterian Theological Seminary, 726-15 Sangwon-myeon, Wanju-gun, Jeollabuk-dol, 55359, Korea
Seong-Sup Suk,Dept. of Nursing, Hanil University & Presbyterian Theological Seminary, 726-15 Sangwon-myeon, Wanju-gun, Jeollabuk-dol, 55359, Korea
ABSTRACT
This study was conducted to develop and evaluate the impact of education through Google Classroom on outcome-based nursing education such as critical thinking, problem-solving ability, self-regulated learning ability, and academic major satisfaction with the face-to-face instructional closure due to COVID-19. The methodology used in this research is an quasi- experimental study of a group of pretest-posttest design, which was designed to check for differences before and after the intervention through Google Classroom to the treatment group. For a total of six weeks from March 16, 2020, to April 24, 2020, H University, located in J city, has taught eight nursing courses in the first, second, third, and fourth grades through Google Classroom. The collected data were analyzed with descriptive statistics and paired t-test using the SPSS WIN 23.0 program. The effects of education with Google Classroom on critical thinking ability, problem-solving ability, self-regulated ability and academic major satisfaction were statistically significant as follows: critical thinking ability (t =,-3.48 p =).000), self-regulating learning ability (t=-3.35, p=.001), problem-solving ability (t=-3.49, p=.001), and academic major satisfaction (t=-2.81, p=.016). The above findings confirmed that applying Google Classroom to nursing education can have a positive impact on critical thinking, problem-solving ability, and self-regulated learning ability among nursing students, and increase academic major satisfaction.
KEYWORDS
Google classroom, COVID-19, Critical thinking, Problem-solving ability, Self-regulated learning ability, Academic major satisfaction
AKNOWLEDGEMENT
This paper is from 3rd Domestic and International Integration Conference, June, 2020
REFERENCES
[1] https://www.who.int/emergencies/diseases/novel-coronavirus-2019: WHO’s March 11, “Covid-19 Pandemic Declaration,” (2020)
[2] Korea Centers for Disease Control and Prevention, 2nd Basic Plan for Prevention and Management of Infectious Diseases, (2018)
[3] D. E. Lee, “Preparation for infectious diseases, abroad and Response Trends at home,” Korea Health Industry Promotion Agency Expert, vol.1, pp1-31, (2017)
[4] K. O. Choi and Y. M. Park. “The effects of team-based learning on problem solving ability, critical thinking disposition and self-directed learning in undergraduate nursing students,” Journal of East-West Nursing Research, vol.20, no.2, pp.154-159, (2014)
[5] Yoon J., “Development of an instrument for the measurement of critical thinking disposition in nursing,” Ph.D. dissertation, Catholic University, Seoul, (2004)
[6] P. R. Pintrich and E. V. De Groot, “Motivational and self-regulated learning component of classroom academic performance,” Journal of Educational Psychology, vol.8, no.2, pp33-40, (1990)
[7] Korea Educational Development Institute, “A study on the development of life capacity measurement tools: communication, problem solving focusing on ability, self-directed learning ability,” RR 2003-15-03 (Basic Study), (2003)
[8] H. S. Park, J. M. Yun, S. N. Lee, S. R. Lee, and M. S. Lee, “The relationship between self-efficacy, major satisfaction and career decision level of nursing students,” Journal of Health Information Station, vol.43, no.1, pp.35-45, (2018)
[9] H. S. Park, J. M. Yun, S. N. Lee, S. R. Lee, and M. S. Lee, “The relationship between self-efficacy, major satisfaction and career decision level of nursing students,” Journal of Health Information Station, vol.43, no.1, pp.35-45, (2018)