International Journal of
Information and Education Technology

Abstract

Despite the consensus that student engagement drives online learning success, existing research relies heavily on superficial log data from undergraduate or emergency remote teaching contexts. This leaves a critical gap in understanding the profound psychological and social dynamics of adult learners in voluntary, lifelong learning environments. To address this, the current study employed an explanatory sequential mixed-methods design to investigate the engagement profiles of adult learners in a fully online vocational certificate program. Quantitative data collected from 521 active professionals revealed a moderate overall engagement level, uniquely characterized by high cognitive and emotional involvement but surprisingly low social participation. Subsequent qualitative thematic analysis (n = 131) illuminated the reasoning behind these metrics: highly educated and older adult learners exhibited strong self-regulation and an emotional connection to the practical utility of the content. However, they actively engaged in preferred social isolation, viewing mandatory peer interaction and forums as a hindrance to their independent study strategies. Conversely, learners with emerging academic autonomy relied heavily on social presence and peer support. Furthermore, certificate attainment functioned holistically as both an intrinsic marker of professional competence and an extrinsic career catalyst. These findings challenge the traditional one-size-fits-all interaction paradigm in online education, advocating for flexible, autonomy-driven instructional designs that transcend mandatory social presence and cater to the diverse profiles of lifelong learners.