This study explores the integration of qualitative and quantitative data within a blended Python programming course for second-year bachelor’s students. By combining student questionnaire responses with Moodle interaction logs, we investigate the alignment between students’ self-reported behaviours and their actual learning activities. We identify distinct learning and self-regulation patterns such as cumulative review, retrieval practice, precrastination, procrastination, and well-organised study habits. The findings offer insights into student autonomy and time management in remote learning contexts, highlighting the potential of mixed methods to improve the design and evaluation of the pedagogical curriculum in educational technologies.