This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is to contribute to an understanding of the value of blended learning within the scope of the Bologna Process which began in 2006 in this University. We consider blended learning as a flexible and integrated approach that combines different forms of communication in synchronous and asynchronous moments. To gather data, we conducted survey questionnaires among teachers and students as well as semistructured interviews and document analysis in a cyclical and interactive process of data collection, data reduction, data display and conclusion drawing/verifying. The research results highlight the importance of teacher intervention to create an environment that stimulates processes of cooperation, autonomy, social integration and the development of learning communities, important in this competitive world. (Contains 1 table, 1 figure, and 2 graphs.)