As defined as the blending of online learning activities and traditional face-to-face learning activities, blended learning is becoming a common practice in higher educational as a result of the integration of learning management systems (LMS) into traditional teaching [5]. Along with the new Internet technologies such as Web 2.0, blended learning environment (BLE) has increased the complexity of higher education teaching and learning. While BLE is still evolving and under-researched, more theoretical elaboration followed by empirical studies are needed. This study articulates on the important conceptual constructs of BLE in terms of complexity, transactional distance, instructional design, Web 2.0 implications...