In higher education, few studies have simultaneously investigated the cognitive, social and material dimensions of the same population. From a green learning perspective, this study looks at the interrelationship between key elements from these dimensions in the personalised networks of 365 students. Data from questionnaires, learning analysis and course ratings allow these aspects to be considered in the learning experience and academic performance. Participants recorded qualitatively different levels of engagement in the course, ranging from an understanding approach to content replication approaches, which, together with their collaborative options, generated five different patterns. The results showed that more comprehensive guidance and cooperation with students of similar orientations tends to be associated with better performance in semi-face-to-face learning. Their personalised networks were characterised by deeper approaches to face-to-face and virtual learning; positive perceptions towards the integration of both contexts; the course design, by form and mode of collaboration; and greater involvement in online activities. The study had significant application implications for the theoretical development of research on the ecology of learning, as well as on how to guide curriculum design, teaching practice and learning.