Relationships between Nursing Undergraduates’ Satisfaction with an Online Course, Satisfaction with Blended Learning, and Self-Directed Learning in the Pathophysiology in Nursing Course
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Abstract
This descriptive correlational research aimed to examine the relationships among nursing undergraduates’ satisfaction with an online course, satisfaction with blended learning, and self-directed learning in the pathophysiology in nursing course.The participants comprised 162 undergraduate nursing students who were enrolled in the nursing pathophysiology course at one university. The research instruments included the Demographic Data questionnaire, the Satisfaction with an Online Course Questionnaire, the Satisfaction with Blended Learning Questionnaire, and the Selfdirected Learning Questionnaire. Data were analyzed using descriptive statistics, Pearson correlation coefficients, and Spearman’s rank correlation coefficients. The results demonstrated that the nursing undergraduates had a high level of satisfaction with an online course and with blended learning. There were statistically significant positive correlations between satisfaction with an online course, satisfaction with blended learning, and self-directed learning. In brief, the online course and the blended teaching method could be used in a theory course to enhance learning satisfaction and self-directed learning, which is fundamental to further lifelong learning.
Keywords: Blended learning, Learning satisfaction, Nursing students, Online learning,Self-directed learning
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บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในรามาธิบดีพยาบาลสาร ถือเป็นลิขสิทธิ์ของวารสาร หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่หรือเพื่อกระทำการใด ใด จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากรามาธิบดีพยาบาลสารก่อนเท่านั้น
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