Purpose: This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students' perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences. Design/methodology/approach: This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA. Findings: This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction. Research limitations/implications: The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings. Practical implications: Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic. Social implications: Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities. Originality/value: This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.