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This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.

A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.

The mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.

Online education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

To describe the perceived level of information competency among nursing students in Jordan.

Cross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.

Nursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.

Although there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.