Abstract
This study explores the impact of remote emergency learning during the COVID-19 pandemic on students’ perception and acceptance of blended learning after the pandemic. The study applies the Community of Inquiry framework to understand the predictors and whether there is any statically significant correlation between the experience of remote teaching and students’ perception and acceptance of the blended learning mode in the future as a stage in the gradual return to normal life after the pandemic. In addition to examining the correlation between students’ perception of cognitive, teaching and social presences on their perception of blended learning, the correlation between technological and financial factors as well as demographic data on the intention to enrol in blended learning in the future is examined. The study surveyed one hundred and fifteen students from female Saudi Universities who are enrolled in a design major. The results revealed that the teaching, cognitive and social presences constructs are predictors of students’ perception and acceptance of blended learning. Further, the facilitating conditions and efforts expectancy are also predictors of the perception of blended learning. The study also found that there is a significant correlation between the CoI and the selected constructs from the UTAUT when it comes to studying students’ perception of blended learning.