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© 2015 Elsevier Ltd. All rights reserved. Abstract This article examines the effect of blended learning on adult learners' academic success. Using a large administrative data set we test the impact of introducing a blended learning format within the first year of a business education curriculum on course persistence and performance. Our difference-in-difference research design minimizes the potential bias resulting from the selectivity of learners enrolled in blended programmes. We find out that blended learning improves exam results. Although we observe a negative effect on the course persistence of adult learners (increased drop-out due to blended learning), the overall effect on course pass rates remains positive. Implications for practice and follow-up studies are discussed. publisher: Elsevier articletitle: The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis journaltitle: Computers & Education articlelink: http://dx.doi.org/10.1016/j.compedu.2015.03.020 content_type: article copyright: Copyright © 2015 Elsevier Ltd. All rights reserved. ispartof: Computers and Education vol:87 pages:83-89 status: published