As higher education continues to face the challenges of providing cost-effective, high-quality learning that meets the needs of a diverse student population as well as the competency demands of the digital age, blended learning has been embraced as a strategy with the potential to meet those needs (Torrisi-Steele & Drew, 2013). Yet, implementations of blended learning often either merely replicate traditional teaching practices or simply supplement traditional learning. Activity theory and affordance analysis together may offer the innovator/designer a powerful framework that serves as a guide to constructing blended learning opportunities (Hathaway & Norton, 2017). This study examined the ways in which the activity/affordance blending strategy used to create courses influenced the experiences of participants for a graduate certificate program using a user experience research approach. Data were collected through questionnaires completed at the end of each of the three semesters of the Designing Digital Learning in Schools (DDLS) graduate certificate program as well as individual interviews conducted during the program and as exit interviews after the program. Quantitative and qualitative analysis revealed that the activity/affordance blending strategy supported the positive attributes and minimized the challenges of the learner experience reported in the literature. Participants found the activity/affordance blending strategy provided harmony between the activities, instructional modalities and learning goals in ways that encouraged positive collaborative learning experiences and a sense of community.