Understanding learning patterns in online learning platforms is an important aspect of digital learning. The primary purpose of this study is to present preliminary findings of learners’ interactions (N = 29,826) with course content (focused on social emotional learning for teachers) on an online interactive learning platform Framerspace ( www.framerspace.com ). The analysis explores course completion times and quiz attempts (MCQs) as parameters of learner engagement, providing insights into learner categories and learning patterns. We focus on a specific category of learners, i.e., in-service school teachers who took the online course on social emotional learning (SEL) as part of their professional development. Our findings suggest that question content and learner characteristics both influence attempt patterns. The results of such analysis can provide data-driven strategies to improve content engagement, teaching methods, and platform features, enhancing online learning experiences.