The effect of self-directed learning strategies on e-learning pre-learning of nursing students: Focusing on the flow experience

Abstract

The purpose of this study was to investigate the effect of self-directed learning strategies on e-learning pre-learning focusing on the flow experience. M ethods: A structured self-report questionnaire was used to measure learning outcome achievement, pre-learning satisfaction, learning persistence, flow experience, and self-directed learning strategies. Data were collected from September 3-7, 2018. Participants were 150 nursing students studying at a university in D city. Data were analyzed using t-test, one-way ANOVA, Pearson correlation coefficients, and hierarchical multiple linear regression with the SPSS/WIN 23.0 program. Results: The flow experience had a partial mediating effect between self-directed learning strategies and pre-learning satisfaction (β=.73, p