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Nursing Students' Experience of Concurrent Non-face-to-face Learning and Note-taking Tasks during COVID-19: Focusing on the Human Body Structure and Function Class

Objectives This is a qualitative study to identify the experiences of nursing college students who participated in classes that applied remote learning and note-taking tasks during COVID-19. 
Methods The subjects of this study were eight first-year nursing students taking a class on human body structure and function, who voluntarily agreed to participate in the research. Individual interviews were conducted, which were then analyzed using the Content analysis method. 
Results Three central meanings (experiences convenience, feels difficulty concentrating on class, lack of online communication) and seven topic words (individual control, repeated learning, space-time transcendence, individual inclination, environment, interaction, and system unification) were derived from the experience of remote learning. Meanwhile, the effect of note-taking generated four central meanings (improvement of academic achievement, improvement of self-directed learning ability, need for interactive process, differences depending on individual learning inclination) and 12 topic words (interest in learning, accumulation of major knowledge, improvement of grades, stimulation of learning motivation, setting learning plan, the realization of how to learn, improving focus on learning, Instructor feedback, interaction with colleagues, time consumption, the burden on handwriting, and lack of motivation for learning). 
Conclusions Concurrent operation of remote learning and note-taking tasks can be a measure to supplement learning control ability according to the learner's individual inclination, which can be utilized in the design of classes for basic nursing subjects in the future.