Frequently seen as abstract and unrelated to real-word applications, Mathematics continues to be a challenging subject for many students. To address this issue, blended learning (b-Learning) approaches have been implemented to supplement conventional face-to-face classes, by using digital technologies to establish flexible and engaging learning environments.

Nearly a decade ago, the “b-Mat@plicada” course was created to help students enrolled in business and engineering degrees at the School of Technology and Management – Polytechnic of Porto. Initially, this b-Learning course provided nine instructional videos and two quizzes on subjects including matrix calculus, differential equations, and integration methods. The course has undergone a substantial transformation over the years, integrating a greater variety of content, improved video quality, and modifications based on the feedback of students.

This study compares the findings of two student satisfaction surveys administered nearly a decade apart. The first survey was conducted during the course’s inaugural year, while the second was recently conducted following significant course improvements and a worldwide transformation in educational practices due to the COVID-19 pandemic. The objective of this comparison is to identify substantial modifications in student views, attitudes, and the overall influence of the course on their learning experience.

Preliminary analysis suggests that the survey results may have been affected by both external factors, such as increased familiarity with digital educational tools since the pandemic, and internal factors, including improvements of the course. This work aims to show how blended learning methods in Higher Education can be changed and improved to address the changing needs and expectations of students.

Keywords: Blended Learning, e-Learning, Mathematics Education, Higher Education, Student Satisfaction, Course Evolution.