The aims of this study was to investigate whether there are positive effects in the teaching and learning process with the blended learning approach by looking at the performances of the blended courses from the lecturers’ perspectives. The study was conducted on 81 lecturers teaching diploma and bachelor degree levels in UniversitiTeknologi MARA Cawangan Melaka. Lecturers were asked for their perceived responses on the students’ level of activeness, either active, less active or inactive, in the blended approach when conducting classes. An independent sample t-test was administered to determine significant differences in the perceived responses on the students’ level of activeness in the process of teaching and learning with the blended approach. Lecturers’ characteristics; gender group, age group, level of studytaught, years of experience using blended learning approach and status of blended course conducted were emphasized. An independent t-test was also conducted to examine the significant differences in lecturers’ perceptions between active and less active users in the blended learning approach. Finally, an Analysis of Variance (ANOVA) was used to investigate the positive effects of actual utilization of the blended approach by looking at the level of activeness for each blended learning component; content, forum and assessment on the performance of the blended courses. Results revealed that male and female lecturers were equally active in the use of blended learning approach. However, younger lecturers were more active but not significant compared to middle age lecturers who have more experience. It was revealed that lecturers teaching bachelor degree were significantly more active using the blended learning approach than those teaching diploma level and lecturers of 3 years and more in teaching experience were significantly more active than those lecturers with teaching experience of less than 3 years by using the blended learning approach. The study had also discovered that lecturers conducting classes with the compulsory blended courses were significantly more active than those lecturers who were teaching not compulsory blended courses in class. Flexibility of the blended learning approach to both lecturers and students showed that blended learning approach was deemed as an effective method compared to traditional face-to-face teaching method. Blended learning approach was seen to boost students’ learning outcomes, to stimulate learning interests among students and students were more independent using the blended learning approach were significantly agreed amongst active users compared to less active users in the blended learning approach.