Modern technologies radically simplify the availability of the latest scientific literature and offer new possibilities for sharing knowledge. Yet, most higher education institutions still rely on traditional face-to-face teaching and use e-courses "only" to supplement it. Such a combination of teaching methods is known as blended learning and is also used at the Faculty of Administration (FA), a member of the University of Ljubljana. The paper presents the results of a survey among FA students. The study's aim was to identify which aspects of blended learning increase students' knowledge level. Students evaluated 23 different aspects of blended learning on a 7-level scale. As a measure of the level of students' knowledge gained from each course, we used their final grades. Applying principal component analysis, we extracted six dimensions of blended learning which represented predictor components in a multiple linear regression with final grade as the dependent variable. Since courses at FA vary in many aspects, we performed the regression analysis for each obligatory course individually. Our analysis revealed for which courses the final grade can be reliably predicted from the aspects of blended learning. The study also showed that the aspects of traditional face-to-face learning are more strongly linked to better grades than the aspects of e-courses. However, for some courses certain characteristics of e-courses play a significant role in the final grade received. [For the complete proceedings, see ED579335.]