Abstract
Abstract Background of the Study The coronavirus disease 2019 pandemic affected India in March 2020. The Government of India's enforced country-wide lockdown has been extended several times. Because schools and colleges are crowded places where infection can easily spread from person to person, our country's respective states mandated online classes out of concern for their academic studies as well as the continuation of the medical and nursing care systems. Medical and nursing students use applications such as Impartus, Zoom, and Google Meet to supplement formal classroom learning. Preventive measures become the best way to prevent infection and are important in saving one from being infected by the virus. Thus, students had experience of online classes in the first wave of the pandemic. Though there was a reopening of institutions for a short period of time and offline classes were resumed toward the end of the year, due to the second wave, institutions were again forced to get back to online classes. Methods A descriptive design was used in this study. The sample size of 387 nursing students was selected by an online random sampling technique to identify the level of satisfaction of students regarding online classes. Data were gathered using a rating scale and analyzed with descriptive and inferential statistics. The result shows that 49.35% of students were moderately dissatisfied, 38% were moderately satisfied, 6.20% were highly satisfied, and 6.45% were highly dissatisfied with regard to the online classes. Results and Conclusion Online learning is an important means of education when there are constraints like physical, geographical, and other health-related problems. Yet it is vitally important to know the response of the learners, at least in the initial stage of introducing them into an institution. The results of the present assessment show that 49.35% of students were moderately dissatisfied. It proved that students are not really happy with online classes due to the underlining factors like network issues, lack of interaction between the students and lecturers, lack of course organization, and time factors.
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