Blended learning is increasingly introduced in classrooms worldwide. Nonetheless, studies are not unanimous as to its impact on student performance and its benefits to enhancing the learning experience. In this article, it is argued that a focused approach, taking into account the particular requirements of the course and the students' qualifications, is necessary to evaluate the effectiveness of blended learning. The article presents a case study of a first-semester university course which examines the effects of "blending", such as mixing oral and written discourse, and its significance for the community of enquiry. In the final section of the article, three particular blend strategies are tested and evaluated. It is concluded that some types of exercises are usefully "blended", while others may conveniently qualify for online work only. (Contains 2 notes.)