The impact of Covid-19 has had a far reaching effect on higher education institutions. However, few studies report on the relative perceptions of students about face-to-face (F2F) and blended learning (BL) in periods when Covid-19 is/not a consideration. Using a sample of 103/79 undergraduate students, a mixed-method approach is utilized to report qualitative and quantitative evidence regarding student perceptions. The results demonstrate BL is perceived more positively during the Covid-19 pandemic. However, F2F is preferred to BL when Covid is not an issue. F2F learning is perceived more positively to BL because students feel that there are limitations to BL in terms of; interactions with the lecturer; group work; peer engagement; class involvement; and the ability to ask questions about technical information. Moreover, qualitative evidence shows that students perceive F2F to be superior to BL because social elements expected in a F2F environment may not be embedded into netiquette frameworks. From a policymaking standpoint, we encourage embedding social elements into BL to enhance student experience so that student's negative attitudes regarding the transition from F2F delivery to online/BL can be minimized. From a practical standpoint, we provide insights about strategies to embed socials elements into netiquette frameworks.

Covid-19 的影响对高等教育机构产生了深远的影响。但是，很少有研究报告在考虑/不考虑 Covid-19 的时期，学生对面对面 (F2F) 和混合学习 (BL) 的相对看法。使用 103/79 名本科生的样本，使用混合方法报告有关学生看法的定性和定量证据。结果表明，在 Covid-19 大流行期间，人们对 BL 的看法更为积极。但是，当 Covid 不是问题时，F2F 比 BL 更受欢迎。F2F 学习对 BL 的看法更积极，因为学生认为 BL 在以下方面存在局限性；与讲师互动；团队合作; 同行参与；课堂参与；以及提出有关技术信息问题的能力。而且，定性证据表明，学生认为 F2F 优于 BL，因为在 F2F 环境中预期的社交元素可能不会嵌入到网络礼仪框架中。从政策制定的角度来看，我们鼓励将社交元素嵌入到 BL 中以增强学生体验，从而最大限度地减少学生对从 F2F 交付到在线/BL 过渡的负面态度。从实用的角度来看，我们提供了有关将社交元素嵌入网络礼节框架的策略的见解。可以最大限度地减少对从 F2F 交付过渡到在线/BL 的负面态度。从实用的角度来看，我们提供了有关将社交元素嵌入网络礼节框架的策略的见解。可以最大限度地减少对从 F2F 交付过渡到在线 / BL 的负面态度。从实用的角度来看，我们提供了有关将社交元素嵌入网络礼节框架的策略的见解。