As COVID-19 reached Turkey in March 2020, all universities switched to e-learning in a very short period. Computer and software engineering (CE/SE) undergraduate students studying at university campuses have switched to e-learning. This paper seeks to understand the e-learning experience of CE/SE undergraduate students. A questionnaire was created and applied to CE/SE undergraduate students in Turkish universities. The data were analyzed using quantitative and qualitative techniques. The questionnaire received 290 usable responses. The highlights from the findings include: the participants (1) used video recordings intensively for e-learning and found them useful; (2) found face-to-face lectures more beneficial compared to digital live lectures; (3) used external online resources to improve their learning performance in courses; (4) thought that the materials and methods utilized for assessment should be adapted to e-learning for a better and fair evaluation; (5) perceived significantly less instructor support and classmate interaction and collaboration in e-learning compared to on-campus education settings; (6) rated their perceived satisfaction from e-learning as 2.85, slightly under the mid-level of the 5-point Likert scale; (7) perceived instructor support, student interaction and collaboration, and student autonomy as noteworthy factors in high-quality e-learning.

随着 2020 年 3 月 COVID-19 传播到土耳其，所有大学都在很短的时间内转向了电子学习。在大学校园学习的计算机和软件工程（CE/SE）本科生已转向在线学习。本文旨在了解 CE/SE 本科生的电子学习体验。我们制作了一份调查问卷，并将其应用于土耳其大学的 CE/SE 本科生。使用定量和定性技术对数据进行分析。该调查问卷收到了 290 份有用的答复。调查结果的要点包括：参与者 (1) 大量使用视频录制进行电子学习，并发现它们很有用； (2) 发现面对面讲座比数字直播讲座更有益； （3）利用外部网络资源提高课程学习成绩； (4)认为评估所使用的材料和方法应适应电子学习，以便更好、更公平地进行评估； (5) 与校园教育环境相比，电子学习中的教师支持以及同学互动和协作显着减少； (6) 对电子学习的感知满意度为 2.85，略低于 5 点李克特量表的中间水平； (7) 将教师支持、学生互动与协作以及学生自主视为高质量电子学习中值得注意的因素。