In the rapidly changing landscape of chemistry education, approaches that thoughtfully combine Technology Enhanced Learning (TEL) and Active Learning Pedagogy (ALP) hold promise to increase student engagement, promote adaptive instruction, and improve learning. This symposium will discuss ways to effectively blend TEL and ALP, and the resulting instructional advantages for faculty and students. For example, technological tools - such as online learning activities and homework - can be used to enhance didactic instruction, free up class time for active learning, and provide detailed student performance data to instructors. Evidence-based (open-educational-resources) activities that combine explanations with scaffolded problem-solving, spaced practice and timely feedback can supplement or replace more passive lecture sessions. Instructors can also use detailed usage data gathered online to tailor their in-person instruction. This includes adaptation at the course level, by selecting in-class learning activities that target student needs; and at the individual level, by reaching out to students that the data suggest are struggling with specific aspects of the material or course or are not engaging sufficiently with the course material. Additionally, data gathered online and in-person can be used to evaluate and refine the instruction to increase engagement, improve learning outcomes and optimize the learning environment. This symposium will include presentations from participants in the CA Learning Lab grant project: Improving Learning Outcomes for all General Chemistry Students through Adaptive Hybrid Courses. Presentations are enthusiastically sought from others using TEL and blended learning to adapt instruction to improve student success.