Self-directed Learning Strategy, Learning Flow, Teaching Presence, and Learning Satisfaction of Nursing College Students in Non-face-to-face Online Classes
AUTHORS
Sook Kang,Assistant Professor, Chosun Nursing College, South Korea
ABSTRACT
The purpose of this study is to analyze relationship between self-directed learning strategy, learning flow, teaching presence, and learning satisfaction of nursing college students who participated in non-face-to-face online classes. To this end, it intends to find out effective online teaching methods and provide the necessary basic data for improving learning satisfaction. A total of 110 students of nursing college in G city were the subjects of this study and surveyed for research in a self-reporting form May 5 to May 30, 2020. Data were analyzed using t-tests, Pearson’s correlations coefficients, and a stepwise multiple regression with the IBM SPSS Statistics 25.0 program. Self-directed learning strategy averaged 4.08 (±0.56), learning flow averaged 3.28 (±0.74), teaching presence averaged 4.15 (±0.64), and learning satisfaction 4.18 (±0.75). Learning satisfaction showed significant positive correlations with self-directed learning strategy (r=.55, p<.001), learning flow (r=.62, p<.001) and teaching presence (r=.86, p<.001). Teaching presence, which accounted for 74% of the variance, was a significant predictor of learning satisfaction among nursing college students. Therefore, in order to improve the learning satisfaction of nursing college students in online classes, a variety of methods should be explored and applied to enhance teaching presence. This study can be used to establish an online learning management system to improve learning satisfaction.
KEYWORDS
Self-directed learning strategy, Learning flow, Teaching presence, Learning satisfaction
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