With the rapid development of Internet technologies, higher education institutions have adopted blended learning to engage students in active learning and enhance their learning outcomes. This study investigated 261 preservice student teachers participating in a teacher education programme that was based on a blended learning design. Questionnaires and focus group interviews were administered to obtain data. The purpose of this study was to understand student’ perceptions of blended learning and examine how the interaction between traditional and constructivist conceptions influences learning. The result indicated that the participants favoured face-toface lectures over e-learning, and they exhibited strong preferences for traditional modes of learning. The author suggests that there is still some way to go before students fully engage with online learning but, as they are rooted in the Confucian heritage culture, this can also be used to encourage students to engage with this mode of learning as the process of transformation. Copyright © 2019 Social Science Press.