<p>Education systems worldwide have undergone significant changes, with the rapid adoption of digital learning methodologies becoming more common. In response, blended learning—which combines online and face-to-face instruction—has emerged as a promising approach, particularly for courses that require practical skill development. This study investigates whether blended learning improves academic performance and practical skill outcomes in a Video Editing and Production course at a Jordanian higher-education institution. Using a comparative analysis of student performance across assignments and exams for two cohorts—one blended and one fully online—the results show that the blended cohort achieved higher overall performance and stronger practical skills than the fully online cohort. These findings suggest that blended learning offers a more effective instructional method for multimedia courses, providing a balanced approach that supports both theoretical understanding and hands-on application. The study contributes context-specific evidence to the literature on post-pandemic teaching models and offers practical guidance for curriculum design and instructional strategies in higher education.</p>