This dissertation explores technological affordances in blended learning, their influence on the flexibility of statistics and data science curricula, and students' satisfaction with learning. While blended learning is often perceived as a flexible learning approach, its correlation with flexibility lacks substantial evidence in existing literature. This study contends that technological affordances significantly impact curriculum flexibility in blended learning, an aspect currently underrepresented in blended learning educational literature. Drawing on the theoretical frameworks of Technology Affordance and Constraint Theory (TACT) and Technological, Pedagogical, and Content Knowledge (TPACK), this research investigated six hypotheses to elucidate how technological affordances and the teacher's technology content knowledge influence flexibility in statistics and data science curricula and student satisfaction with learning within blended learning environments. Findings indicate that students' perceptions of affordances of bi-directionality, synchronicity, and user control wield a significant and strong influence on curriculum flexibility and satisfaction with technologies in blended learning. Additionally, the study highlights that curriculum flexibility strongly impacts student satisfaction, while the technology content knowledge of the teacher does not significantly affect curriculum flexibility but does impact students' satisfaction. These findings emphasize that technology transcends mere delivery tools; it serves as an integral component in the design of blended learning curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]