Engineering education is required to apply innovation in its teaching method while the trend of online learning becomes very dramatic during the COVID-19 pandemic. This study aims to analyze the level of effectiveness and the factors that influence the level of effectiveness of using online learning models and formulate strategies to increase effectiveness for engineering courses at CEE UI as a recommendation for the blended learning method towards the new normal era. This study used quantitative methods with questionnaires and saturation sampling techniques with 117 students for sampling (both offline and online). The data analysis technique used Mann–Whitney test, SEM PLS, and Cartesian diagrams. The results show that the effectiveness of online learning from the variables of learning implementation and time management is considered quite effective, although from the learning effectiveness variable itself the results are not significant, which means that there is no difference between offline and online learning. Based on the SEM PLS analysis, the indicator of effective learning time gives the largest contribution to the variable of time management, while the indicator of the use of learning media has the largest contribution to the variable of learning implementation. Hypothesis testing has been done to prove that the implementation of learning and time management has a significant effect on the effectiveness of online learning. Although time management has the largest loading factor, it has a low respondent’s perception value, so it is in the high-priority quadrant or is a concern for improvement.