Abstract
Objectives The purpose of this study was tried to provide basic data for future nursing education by identifying the effects of nursing student's learning motivation, self-directed learning readiness, academic self-efficacy in online-based class with the ARCS model. Methods In order to achieve this study was designed quasi-experimental study with a one group pre-test and post-test design. The subjects of this study were collected using an online questionnaire for two-year nursing students located in U city, and 138 students participated in the final. Data were analyzed using descriptive statistics, paired t-test with the IBM SPSS 22.0 program. Results The results of this study showed that learning motivation (t=-6.87, p<.001), self-directed learning readiness (t=-5.42, p<.001) and academic self-efficacy (t=-6.78, p<.001) increased statistically significantly after the online-based women's health nursing class with the ARCS model. Conclusions Through the results of this study, it was confirmed that online-based women’s health nursing class with the ARCS model was effective in improving the learning motivation, self-directed learning readiness and academic self-efficacy of nursing students. Therefore, online-based class with the ARCS model can be learning strategy that can improve that learning effect of nursing student’s major theory subject.
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