The teaching learning models are going through a transitional stage of maturity and progress in the developing countries including Malaysia and Pakistan. It is vital for developing countries to come at par with global teaching-learning standards by transforming the traditional learning contexts to increasingly technological world. The concept of blended learning is one of the right initiatives in this direction. It is generally defined as a nexus between face to face and on line/technology based learning.
The present paper is based on the findings of a joint research study conducted by INTI International University College, Malaysia and Iqra University, Pakistan. The study evaluates the impact of the ‘Blended Learning Model’ in learning environments which rely on teacher centered approach. It highlights the transformations in the learning environment with the introduction of blended learning model. The study will also attempt to compare the commonalities/ variations in the findings of Malaysia and Pakistan.

This experimental study aims at:

• To determine the lower and upper bounds for an effective blended learning as well as an optimum degree of blending.
• To design a model of blended learning which is applicable to any discipline of studies.
• To verify the efficacy of the model through the maturity of the students’ assignments measured in terms of in-depth discussions; wider spectrum of viewpoints or coverage and comprehension of the topics discussed and,
• To analyze the students and lecturers’ perceptions regarding various degrees of blending.

The methodology adopted includes a comprehensive procedure and a clearly designed set of data collection tools. The procedure involves the setting up of an online learning kiosk. This facilitates individual student counseling and interaction through online class discussions along with chat rooms. Considerable representation was given to social sciences, business studies and information technology courses and class size both at under-graduate and graduate level.
The teaching strategy adopted blends online and face-to-face learning in three different levels ranging from 25%-75%, 50%-50% and 75%-25% degrees of blending. It determines the upper, lower and optimum levels of effectiveness of blending learning. Following different types of tools were used to measure the effectiveness:

i) Student questionnaires
ii) Lecturer feedback forms
iii) Interviews with lecturers
iv) Students’ assignments

This paper, accordingly, examines the results with reference to the application of this model in Pakistani and Malaysian contexts. It also analyzes the similarities and variations of the two contexts.