Blended learning is a teaching style that combines two or more complementary approaches to teach
the same subject, by using a combination of lecture, activity, discussion, and/or web-based modules
in the classroom. Aim: To investigate the effect of blended learning and social media learning on
academic success and motivation among undergraduate nursing students. Design: A quasi-
experimental study design was used to achieve the aim of this study. Setting: The study was
conducted at the Faculty of Nursing, Sohag University, Egypt. Sample: A convenient sample of all
available third-year undergraduate nursing students (330) from the previously mentioned study
setting in the 2020/2021 academic year. Students were included in this study were from bothgender
and willing to participate in the study. The study sample of the research was divided into three
groups; the control group taught by using the face to face learning (110 students), study group-1
exposed to social media learning, and study group-2 exposed to a blended learning model. Tools for
data collection: A self-administered structured questionnaire to assess demographic characteristics
and learning needs, and Academic success test (AST), and a motivation scale for learning science
(MSFLS). Results: A highly significant difference between the student's blended learning, social
media-supported learning, and face-to-face learning regarding their students' academic success and
motivation mean scores post-test. Conclusions: Blended learning highly significantly improved
undergraduate nursing students' both academic success and motivation than face-to-face or social
media learning. Recommendations: Blended learning can be used to facilitate education among
undergraduate nursing students; more research is done to determine the effectiveness and durability rate
of the information of these methods.