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.
Publication Date
11-24-2025
First Page
1028
Last Page
1033
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Natarajan, Jansirani; Joseph, Mickael A.; Jabri, Dooa S. Al; Shabibi, Juhaina N. Al; Quwaiti, Sheikha H. Al; and Bahri, Bushra K. Al
(2025)
"Satisfaction and Barriers to Online Learning among Omani Undergraduate Nursing Students: A cross-sectional study,"
Sultan Qaboos University Medical Journal: Vol. 25: 1028-1033.
DOI: https://doi.org/10.18295/2075-0528.2934
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