The present study compared the impact of online and face-to-face interaction on Iranian technical students’ academic achievement. The participants of the study were selected based on convenience random sampling. A pretest was administered to test their current academic ability. They were then assigned into two equal groups of online (n = 30) and face-to-face (n = 30). The participants of the online group received instruction in an online environment whereas the participants of the control group received instruction through traditional face-to-face methods. Their performances were measured through a posttest. The result of the independent t-test between the pretests and posttests indicated a statistically significant difference between the two groups in their academic achievement. face-to-face instruction was found to be more effective in improving the students’ academic achievement. The current study's findings may be useful for syllabus designers in the sense that they could apply them and develop materials based on the needs and abilities of the learners. The extent to which learning materials cover blended instruction practices is critical in syllabus design.