Exploring Students’ Learning Behaviour in MOOCs using Process Mining Techniques Patrick Mukala, Joos Buijs, Maikel Leemans, and Wil van der Aalst Department of Mathematics and Computer Science Eindhoven University of Technology, Eindhoven, The Netherlands {m.p.mukala,j.c.a.m.buijs,m.leemans,w.m.p.v.d.aalst}@tue.nl Abstract. Massive Open Online Courses (MOOCs) provide increasing opportunities for skills acquisition. Their widespread use can be justified by a number of critical motivating factors such as the possibility of free courses, the flexibility of the learning process as well as the reputation of some of the world most prestigious universities offering these courses. This level of popularity has created the need for a deep understanding of learning in MOOCs. This has been so far achieved through Learning Analytics (LA) using data mining techniques. Nevetheless, it is difficult to perform a sytematic analysis of learning processes based on students’ behaviour using these techniques alone. Therefore, we propose to apply process mining since it provides important techniques for understanding learning processes based on students’activities trails from MOOC plat- forms logs. In this paper, we analyze a Coursera MOOC dataset using several process mining techniques and provide some indications in terms of useful insights and guidance that could inspire intervention measures to improve both the quality and delivery of MOOCs. Keywords: Learning Analytics, Mooc, Coursera, Educational Data Min- ing, Process Mining,Online Learning 1 Introduction There has been a surge in interests for Massive Open Online Courses (MOOCs) in recent years. More people find in MOOCs a cheap means to acquire new skills and improve their imployability [5]. In the same way, many institutions offer free courses online as MOOCs as part of their marketing strategy. The aura and publicity generated by the use of MOOCs raise critical interests for Learning Analytics (LA) [7,8]. A number of LA studies have attempted to explore MOOCs in general. In [10], a systematic survey of the literature is conducted to give a broad pic- ture in terms of research on MOOCs. It emerges that a number of aspects in MOOCs are investigated including individual case studies, educational theory in MOOCs, technology used as part of teaching and learning, MOOCs participants and MOOCs providers [10]. This study highlights that many MOOC participants do not or keep a very limited participation to forums for diverse reasons. Some