Although the pedagogy of blended learning in higher education has been well-accepted since 2000, its dimension has been changing, mainly due to the incessant technological innovations. The impact recorded on students' experience has been reliant on various factors. Some of these factors are cultural diversity, technical abilities, level of organisational support, language difficulties, educational background, learning environment, and instructional design, among others. In this study, the acceptance and use of technology by international MBA students have been reassessed in the blended learning environment. The motivation for the selection of the cohort of international MBA students as a sample was to enable the inclusion of diversity as one of the focal points of the study. A two-cycle model of action research was adopted to reassess the use of technology and compare the attainment of learning outcomes between the blended and traditional learning approaches. Moreover, multiple regressions were employed using the unified theory of acceptance and use of technology (UTAUT) to test the significance of each variable collected from the survey on the students' learning experience and engagement. Our results have suggested that students' engagement is determined by positive learning experience without any bias toward traditional or blended learning approach. Students' age group was found to be relevant in the determination of behavioural intention, social influence, effort expectancy, performance expectancy and facilitating conditions towards the effective use of technology and blended learning. Students' gender was an irrelevant factor in the success of a blended learning approach.