The integration of recent cloud-based tools and web 2.0 technologies into mainstream ELT curricula has reshaped the way we construct and disseminate knowledge. It has equally provided new circumstances for students’ active learning. Based on this premise, a substantial amount of research has been carried out on educational technology in an effort to corroborate how effective mobile learning platforms are at fostering learners’ autonomy, motivation, and self-paced learning.  Adopting a mixed methods approach, this paper then aims to investigate the impact of two ESP and EFL blended learning courses on students’ engagement, autonomy and collaborative learning. It also seeks to disclose the significant differences and/or similarities in their attitudinal perspectives about the acquisition of content through Schoology’s autonomous virtual learning environment (VLE). The current research made use of both qualitative and quantitative methods. A questionnaire administered to 142 first year engineering students and a cohort of 52 English Studies sophomores from Hassan II University- Casablanca sought to gauge students’ levels of interaction, autonomy and motivation to build online materials collaboratively with their peers and instructor. Data based on a survey instrument and the observation of students’ online interactions and reflection on their learning processes revealed that over 90 % of students in both institutions were satisfied with the Schoology blended learning platform as it facilitated the exercise of learner autonomy and boosted their interaction, communication and collaboration within the groups and with their instructor. The findings of this study equally proved that Schoology media rich learning materials provided Engineering and English studies students with great control over their ESP and EFL learning beyond the classroom, thus transcending spacial and temporal limitations.