Abstract
Institutions of higher education are continuously trying to meet the growing educational demands of diverse non-traditional learners. In particular, student-athletes are constantly balancing their academic and athletic roles. Thus, understanding the needs of non-traditional learners may lead to more positive learning experiences and quality course development. Learning style, sense of community, and lifestyles were positive components to online blended learning. However, lack of technical training and support, along with lack of release time for planning have been cited as challenges to online blended learning. As the online blended learning model moves forward, its effectiveness should be routinely examined.