The technological innovations greatly influenced the educators' teaching approaches. From the traditional face-to-face and teacher-centred approaches, most of the educators now shifted to blended learning and more student-centred activities. Many countries are allocating sufficient budget for the technology infrastructure in order to sustain the quality of education particularly in remote areas. This helped many universities to design courses that students can acquire even outside the formal classrooms and regular class sessions or in a blended learning environment. It allows students to access information and communicates with their instructors online. Despite the benefits of the blended-learning approach, many instructors are not motivated to use it because of the amount of time required for preparing materials, checking online submissions and communicating with the students. In the case of a Philippine comprehensive university, the use of blended learning requires additional time on top of the regular class hours. This study examines if instructors are well equipped to use the blended-learning approach and use the technology for storing lecture notes and learning activities. Problems in internet connection and site restrictions prevented the instructors from appreciating online learning. The study suggests that the institutional support should be strengthened in order to provide opportunities for instructors that will help them realize the importance of their role and that of the technology for the success of blended learning.