Current thinking in education emphasizes a transition from traditional course design to enhance flexibility in instructional materials and methods to better meet learner needs and enhance learning outcomes. New “blended learning” approaches combine face-to-face learning in traditional classrooms with internet-based learning. Young (2002) notes that blended learning is an established trend in higher education, and predicts this format will eventually become the mainstream. Accelerating economic change and industrial disruption emphasizes the need to provide students with flexible problem solving skills which can be adapted and applied to future conditions which are difficult to anticipate. Problem-Based Learning (PBL) and other educational strategies have been found to significantly improve learning outcomes and to promote the development of effective problem solving attitudes and abilities (Schoenfeld and Herman, 1982; Brown and Kane, 1988; Lin, 1992; Huang, 2005; Hsieh, 2007; Huang, 2011). This research seeks to develop a concept of blended problem-based learning (blended PBL), which is then applied in university biotechnology courses to assess the impact on learning attitudes and attitudes and abilities for problem solving.