As a new pedagogical methodology, blended learning has become popular in higher education recently. With the purpose of combining advantages of the traditional, face- to-face classroom teaching and e-learning, blended learning can provide a student- centric learning environment where students can learn at their own pace with more flexibility. Previous blended learning research has focused more on either assessing advanced systems that are used to support the online part of blended classes or discussing the overall class designs. Little has been seen to examine the gender difference on this new learning environment. In this research-in-progress, we plan to address this gap by systematically examining gender differences on different dimensions of student learning. Interestingly, our preliminary results show that, in most cases, women tend to favor the blended learning environment more than men. We present details about our preliminary analysis and results, as well as the future research plan, in this research-in-progress.