The influence and inclusion of technology in educational contexts has opened the door for more innovative methods of teaching. By integrating the technology, instructors can leverage the individualized nature of self-guided learning while maintaining a classroom structure. A commonly used approach to this mix of technology and pedagogy is hybrid learning, which includes a student-driven component in which students interact with online materials outside of the classroom and then engage in collaborative work or problem-solving activities during class time. The purpose of this study is to examine how students interact with online learning materials when learning how to solve problems in a hybrid construction engineering course. Students’ online behaviors and gaze movements were recorded using eye tracking technology and findings were analyzed to understand how students used various scaffolding resources embedded in the online environment. The results indicated that students developed their own unique strategies for accessing resources and completing the online module; however, not one strategy was more effective than the other. Rather, the online component of the hybrid classroom provided flexibility and opportunities for self-paced learning.