The perception and preference for online education among final year undergraduates in selected state universities in Western Province, Sri Lanka, during the COVID-19 Pandemic

BackgroundThe COVID-19 pandemic forced a rapid shift to online education worldwide, posing new challenges for students and educators in developing countries. Understanding university students perceptions and preferences toward online education is vital for sustaining effective learning in such contexts. ObjectiveTo assess perceptions and preferences toward online education among final-year undergraduates in selected state universities in the Western Province of Sri Lanka during the COVID-19 pandemic and to identify related benefits and barriers. MethodsA descriptive cross-sectional study was conducted among 535 final-year undergraduates from five state universities. Data were collected via a structured, self-administered online questionnaire and analyzed using SPSS version 26 with descriptive statistics and Chi-square tests. A p-value of <0.05 was considered statistically significant. ResultsParticipants mean age was 24 years (SD=1.3), and most were female (n=373;69.7%). The majority (n=488; 91.2%) attended online classes for the first time during the pandemic, and 83.9% used smartphones for learning. Over half (n=275;51.4%) demonstrated a good perception of online learning. Perception was significantly associated with university (p< 0.001), age (p= 0.001), and gender (p=0.002). Both live online classes and reading materials were preferred by 63.4% of respondents, while 57.8% desired 2-4 hours of daily sessions. Mobile data packs were the main internet source (n=325;60.7%). Major benefits included a comfortable environment (81.6%) and flexible scheduling (74.9%), whereas key barriers were data speed (78.5%), data limits (73.2%), and connectivity issues (68.4%). Student readiness emerged as the strongest determinant of online learning success. ConclusionAlthough perceptions of online education were largely positive, inadequate internet access and technological limitations constrained learning effectiveness. Strengthening digital infrastructure and equitable access are essential for sustainable e-learning in Sri Lanka.