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The use of synchronous remote learning (SRL) by computing departments to teach classes is increasing. This paper reports survey results of U.S. computing students from 53 classes offered by in 21 U.S. institutions, assessing the extent to which SRL fulfilled their need for social connection. A reliable social presence importance composite variable was created from nine survey questions. Across all demographic categories, respondents report social presence is important and that in-person instruction is easier to accomplish it. Being able to safely sense and engage with peers socially and intellectually is both perceived as important and easier in in-person classes. Students were more likely to prefer the in-person setting for social expression, getting to know other students, and feeling an obligation to engage. A small majority of students prefer in-person learning to remote learning, with 66% finding it easier to learn in person and 47% stating that they would take all classes in person if given the option. Consistent with prior research, students older than 24 showed greater preference for SRL instruction (p<.001). 

Service learning—an educational experience in which students provide service to a community partner while learning content knowledge, professional skills, and critical thinking—can provide significant benefits to students and the community. We present survey results from 227 postsecondary students in computing to provide insights into their attitudes toward service learning, and how these relate to course-taking motivations and sense of civic duty. Based on the survey results, we argue that service learning should be required in an undergraduate computing major. However, we problematize this provocation based on three types of pitfalls: courses that do not prepare students to understand social contexts in which technical solutions are promoted, lack of resources for faculty teaching the courses, and the potential to harm both community partners and students.