Concerns about progression rates of international students enrolled in an academic English course to prepare them for university studies led to the addition of an online teaching component, including both synchronous and asynchronous elements. Due to what appeared to be inconsistent student engagement with the online element, this study was initiated to investigate students' approaches to the new aspects of the course. Students were asked to rank the principal elements of the course according to their importance using diamond ranking, a critical thinking tool, and to make comments to explain their reasons for the rankings produced. What seems to emerge quite clearly from the initial data is (1) the need for closer coordination between the teachers who deliver the online course elements and students who are expected to engage in Blended Learning (BL), and (2) for them to have a clearer understanding of both the potential and the limitations of blended learning and teaching. [For the complete volume, see ED578177.]