With the emergence of COVID-19 worldwide, interest in blended learning in higher education is rapidly increasing. Despite the fact that the unipolar view that satisfaction and dissatisfaction are measured separately has been emphasized in higher education, fewer efforts have been made in a blended learning context. Therefore, this study attempts to document the unipolar view of satisfaction and dissatisfaction in a blended learning context by adopting the Kano model. More specifically, the objectives of this study is to: (1) conceptualize online and offline service dimensions in blended learning; (2) examine the asymmetric effect between satisfaction and dissatisfaction; and (3) apply those results to the Kano model. The following results are reported: (1) system quality and assurance are symmetric, functioning as a satisfier; and (2) information quality, responsiveness, and tangibility are asymmetric, functioning as a delighter. Theoretical and practical implications are addressed.