Introduction The theme of blended learning is not new. Many researchers offer their ideas on how beneficial or dangerous blended learning can be. Even students do not have one similar attitude to this type of education because some of them are still eager to talk directly to their professors and discuss all the points face-to-face. The peculiarities of blended learning and its worth to students and the faculty members turn out to be the major points for discussion in this project. Several articles are chosen for the analysis: Naaj, Nachouki and Ankit (2012) with the intentions to prove that student satisfaction in blended learning is a crucial aspect that cannot neglected because it influences motivation and the level of performance, Tamim’s desire (2012) to explain that blended learning has to be regarded as one of the acceptable delivery modes and a chance to enhance a variety of interactions, Kemp’s interpretation (2012) of blended learning as the background for uncertainty among students, and Singh (2003) with the attempt to present a clear basis for blended learning and explain that different institutions want to have options in regards to only one single delivery mode program. The levels of satisfaction among the students, who choose blended learning, are different. The articles chosen help to understand that student satisfaction is a significant factor on the basis of which the whole educational process should be based. Due to the fact that the UAE has already established “an excellent and diversified system of higher education” in a short period (Naaj, Nachouki & Ankit 2012, p.186), it is interesting and justified to use the educational system of this country as an example to rely on. Blended learning is not only about choices; it is about the effectiveness that is necessary for tutors and students to rely on (Singh, 2003). Still, it is necessary to remember that cultural differences do play an important role in an educational process, and some students may be challenged by a blended learning option (Kemp, 2012). Blended education is still more advantageous in comparison to distance education, and students may want to enjoy the possibilities they can get (Tamim, 2012). The authors identify several factors that may contribute to student satisfaction in regards to blended learning like technology, the role of instructor, course management, instruction accessibility and clearness, interactivity, courses choice, and even cultural preferences (Naaj, Nachouki & Ankit 2012). Tamim (2012), Singh (2003), and Kemp (2012) pay much to student satisfaction in education, the necessity to use the current technological progress, and improve the educational process. However, is it enough to rely on a gender factor only to understand the effectiveness of blended learning like Naaj, Nachouki and Ankit (2012) did? Can it be that the age of student plays a greater role in blended learning and the attempts to measure satisfaction for students of bother genders? Naaj, Nachouki and Ankit do not even mention this possibility in their study. In their turn, the authors of other articles admit the necessity of blended learning as an outcome of the technological progress. They fail to co