This study assessed the blended learning approach for distance education and its implications for human resource managers and curriculum implementers. The study used the descriptive survey design from the quantitative approach. A sample of 552 was drawn from a study population of 2208 postgraduate students pursuing their distance programme countrywide with public universities. Data was collected with a self-developed questionnaire and was analysed with Partial Least Square Structural Equation Modelling (PLS-SEM). It was found that there was a significant relationship between challenges with face-to-face and the usefulness of face-to-face, challenges with online learning intention and the usefulness of online intention (decision to continue or discontinue with online learning as against the traditional face-to-face mode). Also, there was a significant relationship between the challenges of online intentions and the usefulness of online learning; the usefulness of face-to-face and usefulness of online learning, and the usefulness of online learning and challenges with online learning. It was further found that challenges with both face-to-face sessions and online learning needed to be resolved to ensure successful blended learning for postgraduate distance learners. It was therefore recommended that the human resource managers and curriculum implementors should ensure that the right type of courses are taught on the online platform and the remaining courses are taught using the face-to-face mode. It was further recommended that more postgraduate study centres be opened to reduce challenges associated with face-to-face sessions. Also supports in terms of online tools, internet data and requisite skills should be provided to minimise challenges associated with online learning among postgraduate distance learners.