[
    {
        "id": "osp-9987",
        "type": "article-journal",
        "title": "Satisfaction and Barriers to Online Learning among Omani Undergraduate Nursing Students: A cross-sectional study",
        "author": [
            {
                "family": "Natarajan",
                "given": "Jansirani"
            },
            {
                "family": "Joseph",
                "given": "Mickael A."
            },
            {
                "family": "Al Jabri",
                "given": "Dooa S."
            },
            {
                "family": "Al Shabibi",
                "given": "Juhaina N."
            },
            {
                "family": "Al Quwaiti",
                "given": "Sheikha H."
            },
            {
                "family": "Al Bahri",
                "given": "Bushra K."
            }
        ],
        "URL": "https://omanscience.com/en/articles/satisfaction-and-barriers-to-online-learning-among-omani-undergraduate-nursing-students-a-cross-sectional-study",
        "language": "en",
        "issued": {
            "date-parts": [
                [
                    2025
                ]
            ]
        },
        "container-title": "Sultan Qaboos University Medical Journal",
        "volume": "25",
        "issue": "1",
        "page": "1028-1033",
        "DOI": "10.18295/2075-0528.2934",
        "publisher": "Sultan Qaboos University",
        "ISSN": "2075-051X",
        "abstract": "Objectives: This study aimed to assess Omani nursing students’ satisfaction with online learning and perceived barriers that may hinder the seamless integration of online theory courses into the nursing curriculum. Methods: This descriptive cross-sectional study was administered to nursing students at Sultan Qaboos University, Muscat, Oman, in the Spring 2024 semester. The 34-item Distance Education Learning Environment Survey and the 22-item Barriers to Online Learning Scale were used. Descriptive statistics and t-tests/ANOVA examined associations. Results: A total of 155 respondents were included (response rate = 73.1%); most respondents were female (n = 126, 81.3%), aged 18– 22 years (n = 122, 78.7%) and reported high satisfaction (n = 150, 96.8%) with a mean ± standard deviation score of 113.58 ± 24.20. Instructor support and peer interaction scored highest, while active and authentic learning scored lowest. The mean barrier score was 66.90 ± 16.74; e-learning logistics were the most frequent obstacles. Higher barriers were associated with younger age, regular Bachelor of Science in Nursing track and poor internet quality. Conclusion: Enhancing active, authentic learning opportunities and ensuring reliable connectivity may improve online-learning effectiveness and clinical readiness."
    }
]