Lesson with Students Generated Questions: Based on a Department of Health Science.
10.5977/jkasne.2015.21.2.266
- Author:
Youngmi AHN
1
;
Sujin HWANG
Author Information
1. Department of Nursing Science, Division of Health Science, Baekseok University, Korea.
- Publication Type:Original Article
- Keywords:
Learning;
Motivation;
Satisfaction;
Assertiveness;
Interpersonal relations
- MeSH:
Assertiveness;
Humans;
Interpersonal Relations;
Learning;
Motivation
- From:Journal of Korean Academic Society of Nursing Education
2015;21(2):266-275
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication. METHODS: This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program. RESULTS: In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships. CONCLUSION: The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.
