Blended learning has come off, more or less, as the most logical and natural evolution of our learning systems. It suggests an elegant solution to the challenges of tailoring e-learning environment to face-to-face learning environment. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one interaction of personal coaches. Believe it or not, the relevance of the pedagogy used in relaying knowledge cannot be over-emphasised. Also, it has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials. A teacher handling face-to-face students might be able to discern when they are getting the message by their countenances or when they don’t seem to by their reactions. How would an e-learning teacher meet the needs of their students psychologically, morally, socially and even academically since they cannot see each other? That brought the needs for the blended knowledge of ensuring that there is a predefined method of transferring idea to online students in such a way that the needs of these students are met. This is to fill such gap. This research considered the following four stages as paramount to the development and practice of blended e-learning which was adapted from IBM 4-tier: learning from information, learning from interaction, learning from collaboration, and learning from collocation.