Abstract
This chapter reports on a study carried out in a New Zealand university during 2021. The study investigated the perceptions of first-year tertiary students as they adapted from an in-person context to a blended learning format as a result of pandemic restrictions. The study used the community of inquiry model (CoI) as a framework seeking to explore the teaching, cognitive, and social presences in the blended format. The CoI instrument was adapted to survey the students, and semi-structured interviews were conducted to explore the findings. Findings indicate the students had positive perceptions of the blended format, and there is support for the presence of a community of inquiry in a blended context. There are implications for universities post-pandemic in terms of student satisfaction, teacher workload, and teacher professional development.
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