How do students perceive blended design studio in the post-pandemic era? A sequential explanatory study on learning experiences and acceptance

Blended Design Studios (BDS), integrating online and face-to-face learning, have gained traction in design education. Yet, inconsistencies in existing research, pandemic-era biases, and the neglect of theoretical frameworks hinder its post-pandemic adoption. This sequential explanatory study investigates students’ perceptions of a pre-designed BDS in the post-pandemic context based on the Community of Inquiry framework and education technology adoption models, specifically focusing on their learning experiences and acceptance. Findings from 225 quantitative surveys and 6 semi-structured interview sessions reveal strong teaching presence and social presence, with Information and Communication Technology (ICT) enabling flexible feedback and peer connectivity. Pre-studio self-directed learning with online resources preserved face-to-face studio time for higher-order activities, fostering knowledge construction through discussion and interaction. However, students who inadequately engaged with pre-class tasks often faced cognitive gaps due to insufficient preparation for self-directed learning. While perceived ease of use scored highest, fragmented workflows and blurred work-life boundaries caused frustration. Findings advocate scaffolded self-regulation training, unified digital platforms, and phased adoption strategies.