This chapter examines the use of notional hours in the design of a third-year undergraduate module on Race and Ethnicity at an Irish university, focusing on its impact on learner autonomy and engagement. Through a comparative analysis of two distinct module offerings, the study explores how notional hours serve as both a pedagogical tool and a regulatory framework, and how their application affects educational design and student outcomes. The first module offering followed a traditional format with less structured independent study time, while the second implemented a blended learning approach with enhanced online interactive components and structured discussion forums. Findings suggest that the more structured, learner-centred approach significantly increased student engagement and autonomy, highlighted by improved quality of assignments and class participation. The study advocates for a re-evaluation of educational frameworks to incorporate flexible and interactive learning strategies that accommodate diverse student needs and promote deeper engagement in learning processes.