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Extending learning beyond the walls of classroom is inevitable to enhance student satisfaction. Past studies have researched blended learning in silo, and not much attention has been paid to learner's characteristics. The objective of this study is to examine the complex relationship among stuent satisfaction, engagement, blended learning and learner's characteristics. Data was collected from LMS records, focus-group interviews and self-administered surveys. The findings depict that business students were highly engaged and satisfied with blended learning. The present study contributes to the literature and proposes an integrated framework of blended learning and student engagement with moderating role of learner's proficiency. [ABSTRACT FROM AUTHOR]