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14(1) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10466/9730

Title: 看護教育におけるeラーニング導入前後の学習活動状況の検討 : 看護大学生の自己学習活動,学習活動への支援ニーズ,情報リテラシーに焦点を当てて
Other Titles: Learning activities before and after the introduction of e-learning in nursing education : emphasis on undergraduate nursing students' self-learning activities, learning support needs, and information literacy
Authors: 細田, 泰子
古山, 美穂
吉川, 彰二
森, 一恵
星, 和美
荒木, 孝治
真嶋, 由貴恵
中村, 裕美子
Author's alias: Hosoda, Yasuko
Furuyama, Miho
Yoshikawa, Shoji
Mori, Kazue
Hoshi, Kazumi
Araki, Takaharu
Majima, Yukie
Nakamura, Yumiko
Keywords: eラーニング
看護教育
自己学習活動
学習活動への支援ニーズ
情報リテラシー
E-learning
Nursing education
Self-learning activities
Self-learning activities
Learning support needs
Information literacy
Issue Date: 1-Mar-2008
Publisher: 大阪府立大学看護学部
Citation: 大阪府立大学看護学部紀要. 2008, 14(1), p.33-43
Abstract: 本研究では,看護大学生の自己学習活動,学習活動への支援ニーズ,情報リテラシーに焦点をあてeラーニング導入の前後で比較することでユビキタス・オン・デマンド学習支援環境における学習活動状況を検討した。分析の対象は,2年次から4年次の学生でeラーニングの導入前が308名,導入後が252名である。分析の結果は次の通りである。自己学習活動では, eラーニング導入後に2年次と4年次の学生では自己学習時間が延長し,2年次生の疾患,看護技術,3年次の検査に関する図書の利用頻度が高まる傾向を示した。学習活動への支援ニーズでは,4年次生の「看護技術のウェブビデオを学外から参照できる」,「参考図書をもっと紹介する」がeラーニング導入後に低下した。情報リテラシーに関しては,eラーニング導入後に情報活用の実践力の表現力と発信・伝達力が4年次生で,判断力が3年次生で高くなり,電子メディア活用に関するスキルは3,4年次の学生で向上した。情報倫理は,3年次生でWebコンテンツの著作権,インターネット上の情報の引用方法,インターネットや電子メール等の利用マナー,情報の信頼性への関心が高まった。ラーニング導入に伴う学習環境の変化は,看護大学生の自己学習活動,学習活動への支援ニーズ,情報リテラシーに影響していることが示唆された。
While focusing on undergraduate nursing students' self-learning activities, learning support needs, and information literacy, the present study investigated learning activities within a ubiquitous on-demand learning support environment before and after the introduction of e-learning. Subjects were 308 second- through fourt-hyear students before the introduction of e-learning and 252 second- through fourth-year students after the introduction of e-learning. The following results were obtained: In terms of self-learning activities, the time spent on self-learning among second- and fourth-year students increased after the introduction of e-learning, while the usage of books related to diseases and nursing techniques increased for second-year students and the usage of books related to tests increased for third-year students. In terms of learning support needs, "able to view videos about nursing techniques online" and "access to more reference books" decreased for fourth-year students after the introduction of e-learning. In terms of information literacy, after the introduction of e-learning, two aspects of the skills for the practical use of information, specifically expression and communication skills, improved for fourth-year students, while judgment skills improved for third-year students, and the ability to utilize electronic media improved for third- and fourth-year students. In terms of information ethics, third-year students reported increased interest in copyrights regarding web contents, methods for citing information obtained through the Internet, accepted usage of the Internet and email, and the reliability of information. The present results suggest that changes in the learning environment due to the introduction of e-learning affected the self-learning activities, learning support needs, and information literacy of undergraduate nursing students.
URI: http://hdl.handle.net/10466/9730
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