This study examines a blended learning setting in an undergraduate course in psychology. A virtual learning environment (VLE) complemented the face-to-face lecture. The usage was voluntary and the VLE was designed to support the learning process of the students. Data from users (N = 80) and non-users (N = 82) from two cohorts were collected. Control variables such as demographical data, attitude towards the learning subject, computer literacy, motivation, learning effort and available infrastructure were captured by means of a self-report. As a learning outcome, the grade in the final exam was included. For the VLE-users, the mean performance in the VLE was taken as a predictor for success in the final exam. Two different groups of VLE-users were observed and classified into "light" and "heavy" users. The results showed that among those students who had spent two or more hours per week for pre- and post processing of the lectures, "heavy" VLE-users performed better than non-users in the final exam. Additionally, the "heavy" users' performance in the VLE was the best predictor for the grade in the final exam. We discuss the results in the context of self-regulated learning competence. (Contains 6 tables and 5 figures.)