Instructors of post-secondary level courses sought novel ways of conveying content to a diversifying set of students. Likewise, the growth of computing and information technologies opened more avenues for instruction. Constructivist theories of education gained support in instructional efficacy. Instructors needed to balance the need of covering the breadth of their content while employing techniques to create depth of understanding. Blended Learning Approaches provided a way for instructors to strike this balance. Blended Learning implementation required student engagement with resources, motivation in self-directed learning, and self-efficacy toward the mode of learning and application of skills and understanding acquired. Therefore, this research aimed to uncover which Blended Learning Approaches raised the level of engagement, motivation, and self-efficacy of post-secondary level students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]