The paramount importance of active pedagogical learning for the development of skills and competences is now unquestionable. However, homework assignments in engineering courses are still passive learning instruments that often appear as requirements rather than learning tools. This issue arises due that the teaching team usually does not have the capabilities to provide real-time feedback, neither to enable students to fix errors on a timely manner to enhance the process of learning. To overcome this challenge, we developed a novel Blended-like methodology for homework assignments called TARSIS. This methodology uses a platform to boosts the contribution of homework assignments in the learning process by using an attempt mechanism for online solution, combined with a real-time feedback scheme in both virtual and face-to-face environments. The platform is very intuitive to use and offers full flexibility for self-paced learning. In this study, we describe the methodology and use a mixed-method research approach to assess the performance of TARSIS. Results indicate that students enrolled with TARSIS achieved higher performance in both homework assignments and exams. Furthermore, students’ perceptions demonstrate higher enthusiasm and motivation towards the value of homework assignments as mechanisms to promote learning processes.