간호교육에서 온라인 학습도구의 기능적 범주화와교육적 활용 방안

Abstract

As digital transformation accelerates in higher education, the strategic integration ofinformation and communication technologies(ICT) has become essential for contemporarynursing pedagogy. This study addresses persistent structural challenges including highstudent-to-faculty ratios, limited clinical placements, and insufficient personalized feedbackby systematically categorizing online learning tools used in nursing education and examiningtheir pedagogical implications. A scoping review was conducted following the establishedframeworks of Arksey and O'Malley(2005) and Levac et al.(2010), with reporting aligned toPRISMA-ScR guidelines. Literature published between 2019 and 2024 was systematicallysearched across PubMed, CINAHL, and Embase, supplemented by targeted Google Scholarsearches using tool-specific keywords. After applying inclusion criteria and removingduplicates, the researchers selected 13 studies for analysis. Data were extracted on toolfunctionality, educational context, and learning outcomes, and tools were classified intothree functional categories: collaboration, formative assessment, and real-time interaction. Distinct pedagogical benefits emerged across tool types. Collaboration platforms such asPadlet and Allo fostered reflective practice and enhanced students' communication andempathy skills. Formative assessment tools including Kahoot and Quizizz increased learnermotivation and engagement through interactive quizzes with immediate feedback. Real-timeinteraction tools like Mentimeter and Slido improved classroom inclusiveness and attention,particularly by facilitating dynamic participation in large-enrollment courses. This studyprovides nursing educators with a functional classification framework to guide tool selectionbased on specific learning objectives and educational contexts. The findings demonstratethat strategically integrated digital tools can effectively address structural constraints innursing education while advancing learner-centered pedagogical approaches. Futureresearch should empirically evaluate the long-term educational outcomes and sustainedeffectiveness of these tools across diverse learning environments.