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The phrase blended learning (BL) was associated with the classroom training to e-Learning activities. However, BL has evolved to encompass a much richer set of learning strategies such as live events, online content, collaboration, assessment and reference materials. BL has entered into the major role of training and education scene and is gaining its popularity. This study investigates students’ perceptions of the effectiveness and efficiency of BL tools in teaching and learning. A case study design was used and 120 business school students enrolled at a private university being investigated. A set of survey questionnaires was conducted to examine the effectiveness and efficiency of BL by using path analysis. The empirical results confirm that BL tools do enhance students’ learning experiences and learning outcomes.

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student's learning experience and learning outcomes.