Min-A Kim, S. Choi
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{"title":"The Effect of the Delivery Format on Teaching Presence, Learning Presence, and Learning Outcomes in Distance Learning of Nursing Students: Synchronous versus Asynchronous Learning","authors":"Min-A Kim, S. Choi","doi":"10.12799/jkachn.2022.33.3.312","DOIUrl":null,"url":null,"abstract":"Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence © 2022 Korean Academy of Community Health Nursing","PeriodicalId":37541,"journal":{"name":"Journal of Korean Academy of Community Health Nursing","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Korean Academy of Community Health Nursing","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.12799/jkachn.2022.33.3.312","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Nursing","Score":null,"Total":0}
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交付形式对护理学生远程学习教学存在、学习存在和学习成果的影响:同步与异步学习
目的:探讨护理学生远程学习中授课形式对教学存在感、学习存在感和学习效果的影响。方法:进行描述性调查,了解教学存在,学习存在和学习成果取决于远程学习的交付形式。采用定额抽样方法,在全国范围内招募295名护生,数据采集时间为2020年7月27日至9月10日。远程学习的第一种交付形式是同步学习,教师和学生之间的交流同时发生。第二种交付形式是异步学习,其中提供预先录制的视频,而不同时进行交流。结果:同步学习中教学存在感(尤其是直接引导)和学习存在感(尤其是情绪表达)均高于异步学习。然而,在学习成果方面,没有统计学上的显著差异。教学在场、学习在场与学习成果呈显著正相关,且呈显著正相关。结论:基于本研究的结果,可以认为提高远程学习环境中的存在感可以提高学习效果。有必要增加与护理学生和教师的接触,以提高异步学习中的教学存在感,有必要帮助学生表达情感,以提高学习存在感©2022韩国社区卫生护理学院
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