Maldonado Mahauad, Jorge JavierBermeo Conto, Jorge LuisPalta, RPerez-Sanagustin, MVazquez, J2018-01-112018-01-112016-10-109781509016334https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013956042&doi=10.1109%2fCLEI.2016.7833356&partnerID=40&md5=0438e1bae41f04c09be9deb3670cf92dhttp://dspace.ucuenca.edu.ec/handle/123456789/28997Study in a Massive Open and Online Courses (MOOCs) is challenging, since participants take the course without the support of a teacher. Taking a MOOC require the students to have the ability to self-regulate their learning. However, every person has its own learning style and the way each one interacts and self-regulate in a MOOC varies. In this work we present an exploratory study from a process-oriented perspective to study whether students with different learning styles and SRL profiles show differences in navigating through a MOOC. Specifically, we investigate using Process Mining Techniques to analyze log files recording the course behavior of 99 learners across an Open edX MOOC combined with data from self-reported surveys. Our findings show that learners with different SRL profiles follow similar navigation paths, but there are differences when differentiating students by their learning styles.en-USLearning StylesMoocsProcess MiningSelf RegulationArticle10.1109/CLEI.2016.7833356