Effects of Online Class Satisfaction, Professor-Student Interaction, and Learning Motivation on Self-Directed Learning Ability of Nursing Students Applying the Blended Learning

Abstract

The purpose of this study is to understand the effects of online class satisfaction, professor-student interaction, and learning motivation on self-directed learning ability of nursing students applying the blended learning. Using the SPSS 21.0 Program for data analysis, this study conducted the t-tests and one-way ANOVA. In the results of analyzing the correlations of online class satisfaction, professor-student interaction, learning motivation, and self-directed learning ability of research subjects, the online class satisfaction showed positive correlations with professor-student interaction(r=.625, p<.001), learning motivation(r=.352, p<.001), and self-directed learning ability(r=.200, p=.005). The professor-student interaction showed positive correlations with learning motivation(r=.358, p<.001) and self-directed learning ability(r=.285, p<.001). The learning motivation showed a positive correlation with self-directed learning ability(r=.849, p<.001). In the results of analyzing the factors affecting the self-directed learning ability, the learning motivation explained 74.5% of self-directed learning ability(F=38.049, p<.001). When the learning motivation(β=.807, p<.001) was higher, the self-directed learning ability was good. It would be necessary to establish the effective teaching/learning strategies through the expanded research on self-directed learning ability and the measures for increasing the learning motivation of nursing students in blended learning.