Abstract
Abstract - The effectiveness of a series of online quizzes use to "blend" a traditional face-to-face fundamental chemical engineering course is examined. Six quizzes were offered to the students: four counting for grade and two optional, followed by in-class quizzes. All quizzes focused on foundational course concepts. Students were also asked to complete two surveys: one at the beginning of the course to examine their previous experiences with online homework and testing and one at the end of the course to investigate their perceptions about the value and the logistics of this course’s quizzes. 
 Results indicate that students use multiple attempts on the quizzes counting for grade, but do not try the optional quizzes. That happens even though they value the quizzes highly in terms of helping them keep on track with the course material, build problem-solving skills, and improve their critical thinking. Evidence indicates that students favour having similar quizzes in other fundamental engineering courses.
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