팀기반학습에서 학습자와 교수자의 역할: 간호학생 관점에서의 내용분석 연구
Roles of Learners and Instructors in Team-Based Learning: A Content Analysis Study from the Perspective of Nursing Students
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Purpose: This study was conducted to delve into the perceptions of nursing students regarding the roles of learners and instructors in the context of team-based learning. Methods: The participants in the study were 23 fourth-year nursing students who had completed a team-based simulation practicum course. Textual data were collected from students’ reflection journals and a post-lecture open-ended survey, and then scrutinized through a quantitative content analysis. Results: According to participating students, the roles of learners were prioritized in terms of “activeness,” “self-directed learning,” “expressing opinions,” “sharing responsibilities and collaboration,” and “acting as teachers to each other.” In addition, key aspects of the instructor’s role were identified as “correcting errors,” “directional guidance,” “providing materials,” “resolving conflicts between students,” and “support.” Conclusion: When team-based learning is applied in nursing education, the faculty must emphasize student accountability and a well-defined understanding of the instructor’s role. Various facilitating strategies should be actively explored to improve the overall quality of team dynamics.
Abstract
Purpose: This study was conducted to delve into the perceptions of nursing students regarding the roles of learners and instructors in the context of team-based learning. Methods: The participants in the study were 23 fourth-year nursing students who had completed a team-based simulation practicum course. Textual data were collected from students’ reflection journals and a post-lecture open-ended survey, and then scrutinized through a quantitative content analysis. Results: According to participating students, the roles of learners were prioritized in terms of “activeness,” “self-directed learning,” “expressing opinions,” “sharing responsibilities and collaboration,” and “acting as teachers to each other.” In addition, key aspects of the instructor’s role were identified as “correcting errors,” “directional guidance,” “providing materials,” “resolving conflicts between students,” and “support.” Conclusion: When team-based learning is applied in nursing education, the faculty must emphasize student accountability and a well-defined understanding of the instructor’s role. Various facilitating strategies should be actively explored to improve the overall quality of team dynamics.
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