This study explored learners’ preparedness when adapting to blended courses. Based on the Community of Inquiry, and Learning Environment, Learning Processes, and Learning Outcomes frameworks, we hypothesise that learners’ engagements in blended activities are influenced by learners’ characteristics (i.e., self-efficacy, self-regulation, social competence, and digital competence). We further explored the influence of learning facilitators’ presence and the learning environment in moderating learners’ engagements. Survey findings demonstrate learners with higher than average self-regulatory, social and digital competencies, positively influence their learning engagements. Findings also indicate the importance of learning facilitators’ presence and aspects of the learning environment in encouraging learners’ engagement. These findings are potentially useful in providing practical contributions by informing teaching practice’s knowledge to enable continual innovative blended approaches to effectively engage students in their learning.