Since COVID-19, there have been calls to provide an increased number of flexible teaching and learning strategies to facilitate student learning. This has led to the evolution of several blended learning strategies, many of which involve the use of a learning management system. Concurrent with these developments, there has been a decline in student engagement. The purpose of this study is to ascertain how students have responded to these changes and the effect of these strategies on student engagement. Data were collected on student attendance, learning management system page views, and online formative quiz completion records. The data suggests that the flexibility of the LMS leads to inconsistent usage patterns, where engagement is highest immediately prior to assessments and lowest during the semester. This pattern is consistent with the 'last-minute' behaviour associated with academic procrastination. These findings suggest that we need to develop learning strategies that discourage academic procrastination in order to increase engagement levels.