Having the necessary skills to succeed in an educational program does not ensure that learners will achieve positive outcomes. Learners also need the motivation to learn in order to use their skills and engage in the learning process. This is especially true in online and blended learning (OBL) environments, which offer learners flexibility and autonomy to shape their own learning process. Since adult education in general and particularly OBL in adult education attracts a heterogeneous group of people, there is diversity amongst adult learners with regard to their motivation to learn and their reasons for choosing OBL. The purpose of this study is to examine whether motivational profiles exist amongst learners in the specific context of OBL in adult education. To achieve this objective, we conducted a survey with 180 learners in adult education. We administered the academic motivation scale questionnaire (AMS; Vallerand et al, 1992), targeting learners enrolled in an OBL program in adult education. Finally, we have performed cluster analysis of the participant scores taken from the survey. Our results indicate the presence of three motivational profiles amongst adult learners. These motivational profiles may be viewed as contributing to our understanding of how individuals participating in OBL in adult education are or are not motivated to learn. This information can be used by institutions and teachers to develop their educational curriculum to match the profiles of their learners and to take into consideration of their learners' motivation. In turn, researchers can use the results as a starting point for further research into the relationship between motivational profiles and learning outcomes. In this way, deeper understanding can be made acquired into how motivation enhances intent-to-persist and success in OBL
