AbstractDue to COVID-19, higher education institutions all over the world transitioned to online learning. The sudden and forced transition to this new learning methodology pushed the Universities to rapidly adequate to the needs, upgrading their digital platforms to comply with the new requirements. In the same way, teachers had to adapt their teaching to fit the new medium’s potentials and limitations. The final receivers of this striking change, the students, had to adequate to the novelty approach, though this process has not been painless. Several difficulties, challenges and opportunities arose in this transition process for students, and the full digital class delivery also stressed them emotively. This study explores University of Foggia students’ perceptions of the emergency online learning. The factors analyzed involved their perception about the University implementation of the online class delivery, their consideration about the future of online learning and their emotional impact in attending courses with this methodology. Quantitative and qualitative data were collected from 3,140 participants. The findings present how students have globally appreciated online learning, but they mostly prefer a blended learning approach. Furthermore, by using segmentation variables, differences emerged among the participants’ groups, indicating online learning can have great potentials, but more complex and integrated approaches are needed to fulfill the different learning needs.