This study investigates students' readiness, perception, and challenges in an online practical biology course. Using a quantitative survey research design, data were collected from 107 undergraduate distance learners enrolled in an online practical biology course at a Malaysian university. Data were analysed using descriptive statistical methods—including means, frequencies, and percentages. Results show a moderate-to-high level of readiness, with strengths in digital literacy and accessibility, but limitations in hands-on engagement and self-regulation. The study found that students reported high levels of enjoyment in learning online, satisfaction with lecturer interaction, and confidence in analysing data. However, they expressed only moderate understanding of experimental procedures, low motivation to learn, and moderate suitability of the home environment for learning. These results highlight digital strengths in content engagement and instructor support, but also reveal key challenges in procedural learning, motivation, and learning conditions. However, challenges such as technological disparities, cognitive load management, and limited procedural fluency suggest a need for blended learning approaches that integrate virtual and physical laboratory experiences. These results highlight the importance of adaptive digital scaffolding, enhanced instructional strategies, and institutional support for digital accessibility to improve the effectiveness of online practical biology education
Al‐Smadi et al. (Sat,) studied this question.