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.

本研究探讨了 COVID-19 大流行期间远程紧急学习对大流行后学生对混合学习的感知和接受的影响。该研究应用探究社区框架来理解预测因素，以及远程教学体验与学生对混合学习模式的感知和接受之间是否存在静态显着相关性作为逐步恢复正常生活的一个阶段大流行之后。除了研究学生对认知、教学和社会存在感与他们对混合式学习的看法之间的相关性之外，还研究了技术和财务因素之间的相关性，以及人口统计数据与未来参加混合式学习的意图之间的关系。该研究调查了 115 名来自沙特女子大学的设计专业学生。结果表明，教学、认知和社会存在结构是学生感知和接受混合学习的预测因素。此外，促进条件和努力期望也是混合学习感知的预测因素。该研究还发现，在研究学生对混合学习的看法时，CoI 与从 UTAUT 中选择的结构之间存在显着相关性。促进条件和期望努力也是混合学习感知的预测指标。该研究还发现，在研究学生对混合学习的看法时，CoI 与从 UTAUT 中选择的结构之间存在显着相关性。促进条件和期望努力也是混合学习感知的预测指标。该研究还发现，在研究学生对混合学习的看法时，CoI 与从 UTAUT 中选择的结构之间存在显着相关性。