This study explores the outcomes, implications, and future directions of blended learning (BL) in higher education, particularly in an era where information communication technologies (ICTs) are increasingly integrated. The authors argue that BL focuses on access, success, and students' perceptions of their learning environments. They compare success and withdrawal rates for face-to-face, online, and blended courses, highlighting the benefits of blended learning in improving student success and reducing withdrawal rates, especially for minority students. The study also examines student perceptions of course excellence, revealing robust decision rules that influence how students evaluate their educational experiences. These rules are independent of course modality, perceived content relevance, and expected grades. The authors conclude that while blended learning has evolved with modern instructional technologies, its future will be closely tied to contemporary ICTs that approximate human thought processes. The study uses a classification and regression tree (CART) analysis to predict student ratings of instructor effectiveness, finding that clear course objectives, an effective learning environment, and effective communication by instructors are key factors in student satisfaction. The results suggest that blended learning maintains or enhances access and improves success rates, with students' perceptions of their learning environments being highly influenced by these three elements. The study emphasizes the need for continued research to understand the complex interactions of blended learning in higher education.This study explores the outcomes, implications, and future directions of blended learning (BL) in higher education, particularly in an era where information communication technologies (ICTs) are increasingly integrated. The authors argue that BL focuses on access, success, and students' perceptions of their learning environments. They compare success and withdrawal rates for face-to-face, online, and blended courses, highlighting the benefits of blended learning in improving student success and reducing withdrawal rates, especially for minority students. The study also examines student perceptions of course excellence, revealing robust decision rules that influence how students evaluate their educational experiences. These rules are independent of course modality, perceived content relevance, and expected grades. The authors conclude that while blended learning has evolved with modern instructional technologies, its future will be closely tied to contemporary ICTs that approximate human thought processes. The study uses a classification and regression tree (CART) analysis to predict student ratings of instructor effectiveness, finding that clear course objectives, an effective learning environment, and effective communication by instructors are key factors in student satisfaction. The results suggest that blended learning maintains or enhances access and improves success rates, with students' perceptions of their learning environments being highly influenced by these three elements. The study emphasizes the need for continued research to understand the complex interactions of blended learning in higher education.