Purpose: The purpose of this paper is to investigate the blended learning preferences under which adult students study mathematics, electronics and industry certificate examinations like project management and e-SAP (systems, applications and products). Design/methodology/approach: The study is based on four case studies in mathematics, electronics and industry certificate examinations like project management and e-SAP. Case studies are developed based on observations and feedback from students who have undergone different types of blended learning. The four different blended learning models used are: the complete e-learning self-study; the instructor-led programme blended with self-study e-learning; the live e-learning centred with other media added; and the simulation and laboratory-centred model. Findings: It is found that unmotivated adult learners may not necessarily like e-learning courses that are unguided. The e-learning self-study model suits the highly motivated students who aim for industry-based certifications like the project management or the e-SAP certifications. Using simulation and virtual laboratory sessions does help to reduce the cost of setting up the full-fledged laboratory and also make it more accessible to the students. In the blended learning model, the instructor and the subject matter expert are the two most important people in programme design and delivery, not the developer or the technologist. Originality/value: This paper is useful to adult educators and those dealing with an open university type of education where there are less face-to-face interactions. (Contains 1 table and 7 figures.)