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Blended learning combines face-to-face and online learning, this innovation gives students the opportunity for various levels of interactive learning so that it is far more varied and effective. Mixed learning approaches for environmental chemistry courses are presented. This paper tries to see how the patterns of students in implementing learning in blended learning, try to find out what kind of learning media they like and how they access it. There are twenty-nine students who participate in environmental chemistry courses. Mapping patterns using a qualitative approach. Traditional lectures were replaced by online learning packages, which were supported by formative on-line assessments and presented various learning content activities including, videos, e-books, sharing, and animation media to facilitate the learning process. This study collects participant behavior during a mixed learning course. in addition this article tries to identify interactions between the duration when participants enter the class, access content and final results. A significant pattern was found between the amount of content access and the results of the final test, where participants with low access did not have better results than participants who had high access. Media with too much text such as leaflets are not liked by participants, media with animations and illustrations such as animated videos are very popular and have high access. According to the test results and the number of access to online courses can prove that the level of access will affect the effectiveness of the course in blended learning.

Research indicated that the major practices of engineers rely on mathematical thinking skills. Mathematical thinking and learning in engineering education must address the rapidly changing technological innovations and the associated expectations in terms of the quality of learning experiences. Thus, future engineers need to be actively engaged in deep and meaningful mathematical thinking and learning rather than passive information transmission during their engineering mathematics. This paper presents some results of a study carried out to investigate the potential of blended learning and its implication in supporting mathematical thinking among prospective engineers. Mason’s et.al. problem solving approach is integrated with BLOSSOMS modules first to produce activity based worksheets and then to conduct blended learning sessions to cultivate mathematical thinking skills among first year engineering students using duet teaching and collaborative learning approaches. The two staged interpretive data analysis is used to explore and interpret the data. The findings showed that blended learning can positively affect students’ learning, thus supporting students to think mathematically in the blended learning environment.