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The Journal of Korean Academic Society of Nursing Education 2003;9(2):212-221.
Published online June 30, 2003.
The Effects of Cyber Education in RN-BSN's Courses
Kim, Hee-Soon;Oh, Ka-Sil;Lee, Kyung-Ja;Chang, Hwa-Kyoung;
1College of Nursing, Yonsei University
2College of Nursing, Yonsei University
3College of Nursing, Yonsei University
4College of Nursing, Yonsei University
RN-BSN 과정에서 사이버교육의 효과
김희순, 오가실, 이경자, 장화경
1연세대학교 간호대학
2연세대학교 간호대학
3연세대학교 간호대학
4연세대학교 간호대학
Abstract
The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.
Key Words: Cyber educational effect, Learning motivation, Learning satisfaction, Learning achievement
 


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