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This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

The purpose of this paper is to model the factors influencing the quality of learning experiences (LE) of students in blended learning (BL) environments in higher education (HE) sector, and to assess whether these factors differ across gender.

A literature review combined with in-depth interviews of a broad range of stakeholders were used to develop a conceptual study model, which was then empirically tested using data collected from a global sample of 267 students from diverse BL environments. Factor analysis and binary logistic regression were used to test the study model.

A five factor solution emerged for both genders, therefore concluding that the identified factors did not play a statistically significant role in predicting the gender of students. Thus, the same factors may be used to enhance the quality of LE of both male and female students.

Even though the sample represents respondents from different universities around the world, and the methodology used has authenticated the findings, the results need to be implemented carefully due to the non-probabilistic sampling. Therefore, similar studies can be repeated in future in other BL environments to validate the results in a broader context.

The findings suggest that managers of HE institutions may use similar factors to achieve quality LE for both male and female students.

Effective design of courses suitable for both genders will support better LE potentially leading to higher retention and enrollment rates for students and supporting lifelong learning.

While universities worldwide are increasingly using BL environments as delivery mode, limited research has focused on the factors that affect the quality of LE in such settings. This paper addresses this gap and tests whether the same factors are relevant for both genders.