This paper aims at exploring the impact of applying a blended learning approach on the classroom attendance of engineering students post COVID-19. In this study, an interactive e-learning teaching approach, including synchronous online teaching delivery, was used as an alternative option in addition to regular face-to-face teaching. This approach was offered to all students attending two engineering modules, whether being still stranded off-campus or couldn't participate face-to-face for any reason. The major research question of this study is: given that engineering modules can be delivered effectively and interactively online, how will this affect student face-to-face attendance in the classroom? All students who attended the modules were asked to complete a quantitative survey where they could give their views on the quality of the tuition they had received and their opinions on the effectiveness of the online delivery. Evaluative data was obtained from a variety of means to provide a coherent case study. The paper presents comments and feedback from the students and some proposed implications for engineering student attendance when alternative online module delivery is an option. The outcomes of this study could help to inform pedagogies for future engineering education.