We investigated ways in which undergraduates use optional learning resources in a typical blended learning environment. Specifically, we recorded how often students attended live faceto-face lectures, accessed online recorded lectures, and visited a mathematics learning support centre during a multivariate calculus course. Four distinct study strategies emerged, but surprisingly none involved making heavy use of more than one resource. In contrast with some earlier research, the general strategy a student adopted was related to their academic achievement, both in the multivariate calculus course, and in their degree programme more widely. Those students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre. We discuss the implications of these findings and suggest that 'blended teaching environments' may be a more accurate description for what have previously been called 'blended learning environments'.

HELM (Helping Engineers Learn Mathematics) is a three-year curriculum development project undertaken by a consortium of five universities (Loughborough, Hull, Reading, Sunderland and UMIST) which aims to enhance the mathematical education of engineering undergraduates by the provision of flexible learning resources. HELM makes extensive use of a computer aided assessment (CAA) regime, available in web-and CD-based versions, to drive student learning.This paper first describes the HELM learning resources and outlines the project's assessment philosophy; the HELM assessment regime and how it can be successfully used for both formative and summative assessment are then described. Finally, the viability of the HELM assessment regime across the higher education sector is examined.

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