Usage of Online Learning Platforms among Computer Science Students in Mogadishu, Somalia: A Cross-Sectional Survey of Adoption, Access, and Transactional Distance

Abstract

The global diffusion of online learning platforms has transformed higher education, yet evidence on how computer science (CS) students use these tools in post-conflict, low-resource settings such as Somalia remains scarce. This study examined the usage, accessibility, and perceived effectiveness of online learning platforms among CS and related students in Mogadishu, Somalia, interpreting the findings through an integrated lens combining Moore’s Theory of Transactional Distance, the Community of Inquiry framework, and technology-acceptance theory (TAM/UTAUT). A quantitative, cross-sectional survey was administered electronically to 314 students through a structured, bilingual (English–Somali) questionnaire. Of the 314 respondents, 276 (87.9%) currently used online learning platforms, and analyses of platform experience were based on these active users. Descriptive statistics were computed, and Pearson’s chi-square tests examined associations between usage and demographic characteristics. Coursera, YouTube, and Udemy were the most widely used platforms; most students accessed the internet from home, and roughly one-third reported slow or very slow connectivity. Attitudes were favourable (68.1% positive or very positive), but three weaknesses were consistent with the international literature: limited clarity of lecturer communication, low peer interaction (55.4% interacting rarely or never), and difficulty of platform use (44.6%). Interpreted through the integrated framework, the results indicate that strong perceived usefulness has driven adoption ahead of the quality of the online experience: weak facilitating conditions, high transactional distance, and low effort expectancy persist. The study recommends targeted investment in connectivity, instructor capacity-building, interactive and mobile-friendly design, and digital-skills training aligned with regional digital agendas.