University students learning computer science online are showing cautious but growing confidence in digital education, as new research highlights how access, support and teaching quality shape their experience. The findings were published in Open Learning.
For many young people, online learning is no longer an emergency measure but a normal part of university life. Understanding whether it truly works for technical subjects such as computer science has become a pressing question for educators and families alike.
A recent study at the Open University of Sri Lanka examined how science undergraduates perceive fully online computer science courses. Researchers surveyed students who had experienced remote learning during and after the pandemic, exploring their attitudes, technology use, and views on teaching and institutional support .
Overall, students showed a moderate level of acceptance of online computer science learning. They valued the flexibility to study from any location and at convenient times, which is especially relevant for those balancing education with work or long commutes .
Student motivation and confidence with technology emerged as strengths. Many reported feeling capable of using digital tools and willing to take part in online activities, suggesting that basic digital literacy is no longer the main barrier for most undergraduates .
But the picture is far from uniformly positive. Concerns remain about unstable internet connections, slow browsing speeds and occasional disconnections, all of which can disrupt lectures and practical sessions. Some students also questioned whether enough investment had been made in electronic infrastructure and support systems.
Interaction plays a crucial role in how students judge online education. Learners generally welcomed online discussions and knowledge sharing, and many felt that interactive applications helped them refine their understanding. At the same time, some found online discussions time consuming or less effective than face to face exchanges.
Institutional factors also influenced acceptance. Access to virtual libraries and accredited programmes mattered to students, as did the availability of reliable electronic resources. Many still saw value in some level of in person teaching to complement online study, particularly for practical elements of computer science.
The role of lecturers proved especially important. Students responded positively when instructors were approachable, comfortable with technology and able to provide timely feedback. Delays in replies or limited guidance could quickly reduce satisfaction with online courses.
The Sri Lankan context adds another layer to the findings. As a developing country, infrastructure limits and cost pressures can shape how smoothly online learning operates. Universities often have to design low cost digital systems while still trying to maintain quality and credibility.
Researchers suggest that blended models combining online and in person elements may suit computer science education best. Hybrid approaches could preserve flexibility while supporting hands on learning and closer interaction.
As universities worldwide expand digital teaching, the message from students is measured rather than enthusiastic. Online computer science education is workable and often appreciated, but its success depends on reliable technology, responsive teaching and strong institutional support.