Abstract
The purpose of this paper is to analyze the effectiveness of blended learning (combining the traditional lecture method with e-learning) in higher education. The results are tabulated by means of the data of access logs and an end of the term questionnaire. An analysis of the results indicates whether the students' activities in class met the teacher's expectations and how effective they learned the material when they had unlimited access to the contents. The results of the questionnaires show that there are four factors which influence the blended learning: accessibility to computers, successful computer communication, student self-motivation and preparation, and an evaluation of the class quiz results. The scores of each factor and the frequency of the access to the contents indicate that students can be classified into three groups necessitating lesson plans designed for each group.
