The convergence between face-to-face and computer mediated learning environments, also known as blended learning, not just require restructuring traditional class contact hours but also rethinking the course design to optimize student engagement (Anderson, 2010). In this paper, the experiences of two hundred (200) higher education students in blended courses conducted using Modular Object-Oriented Dynamic Learning Environment (MOODLE) were examined. Adapting the Blended Learning Student Survey Questionnaire by Garrison and Vaughan (2008) and the Presence in Online Community of Inquiry Tool (Swan, et al., 2008), the students indicated that compared to their non-blended courses there is an increase in the amount and quality of interaction between teachers and other students. This was particularly true among female students and those who were in blended courses delivered in local access. High ratings were given to the online presence in the blended courses by the learners especially on the area of teaching presence. It was recommended that additional features such as synchronous online communication be incorporated to further improve interaction among the course participants, and that corresponding professional development for the teachers on these features be conducted. Other models of blended delivery could also be explored.