During Covid-19 pandemic, an experimental study on Blended Learning (BL) was conducted in a Marketing Principle Class in Xi’an University. BL intervention emphasizes collaborative construction of learning and critical reflective dialogue between teacher and students, based on the theory of Community of Inquiry (CoI). In the process of creating deep learning experiences through BL, three interdependent elements are needed, these are cognitive presence, social presence, and teaching presence (Garrison et al., 1999). These three elements interact with each other to jointly construct the theoretical framework of BL intervention experienced by participants in this study. The intervention is made up of three stages which are: (I) engagement with goals/direction, (II) engagement with participants, and (III) engagement with content. In Stage I, pre-class tasks are given online by the teacher in the form of Marketing case study assignments, it is through this task that students are accustomed to the goals of the lesson. Stage II encompasses group discussion orchestrated by the teacher either online or face-to-face, questioning and students’ presentation takes place. Third stage is where the teacher provides direct input on the topic and raises questions to be answered by students. The general self-efficacy scale, GSES(Schwarzer, 1981) was administered to the experimental and control class as pre-test and post-test. Preliminary findings revealed that compared with traditional learning in control class, BL is helpful to improve students’ self-efficacy and scores in Marketing examination. BL intervention has a greater impact on students with good and poor grades but not so for those with moderate grades. Classroom atmosphere of BL is active and students’ participation is higher.