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This study aimed to examine the Jordanian graduate students attitudes toward and the use of the weblog as a tool for communication and reflection to support their learning in a blended learning course. The participants in this study are 34 graduate students enrolled in a blended learning class in information technology. For the purpose of the study, the weblog was introduced as a tool for communication and reflection in the third week of the class and lasted for thirteen weeks. The participation in the weblog was voluntary for the students. The study followed mixed methods design. At the end of the semester, students were requested to complete a questionnaire regarding their attitudes toward the use of the blog. Students blogging behavior and frequency were recorded and analyzed at the end of the semester. Semi-structured interviews were conducted for ten students. Rogers' (Rogers, 2003) innovation-diffusion model was employed to understand and clarify the findings. The analysis of the collected data showed that the students had positive attitudes toward the use of the blog as a tool for communication and reflection to support their learning. However, students positive attitudes toward the use of the blog in the educational setting were not reflected in their actual use of the weblog, where their participations in the blog were very limited. Based on the findings, this study provided some recommendations concerning the implementation of the weblog in the Jordanian higher education settings.