The influence of self-directed learning ability and self-leadership on the learning satisfaction and academic achievement of nursing students who experienced blended learning

Abstract

Purpose: The purpose of this study was to analyze the influence of self-directed learning ability and self-leadership on the learning satisfaction and academic achievement of nursing students who experienced blended learning.Methods: This research was conducted from June 29 to July 17, 2023, targeting nursing students from three universities in Seoul, Gyeonggi, and Incheon who had experienced blended learning. The collected data were analyzed using a independent t-test, ANOVA, Pearson’s correlation coefficient, and multiple regression utilizing IBM SPSS 25.0.Results: Self-directed learning ability, self-leadership, learning satisfaction, and academic achievement were all found to have positive correlations. The research variables that showed a significant effect on learning satisfaction were self-directed learning ability (β=.34, <i>p</i><.001) and self-leadership (β=.19, <i>p</i>=.041), and the explanatory power was 28.0%. The research variable that showed a significant effect on academic achievement was self-directed learning ability (β=.56, <i>p</i><.001), with an explanatory power of 40.0%.Conclusion: To effectively apply blended learning to nursing students in the rapidly changing field of nursing education, it is important to analyze learner factors such as self-directed learning ability and self-leadership. Continuing research is needed to explore the learner factors that influence learning satisfaction and academic achievement, and systematic educational programs that can improve these factors will have to be applied.