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In the last five years, the world has seen a remarkable level of interest in Massive Open Online Courses, or MOOCs. A consistent message from universities participating in MOOC delivery is their eagerness to understand students' online learning processes. This paper reports on an exploratory investigation of students' learning processes in two MOOCs which have different curriculum and assessment designs. When viewed through the lens of common MOOC learning analytics, the high level of initial student interest and, ultimately, the high level of attrition, makes these two courses appear very similar to each other, and to MOOCs in general. With the goal of developing a greater understanding of students' patterns of learning behavior in these courses, we investigated alternative learning analytic approaches and visual representations of the output of these analyses. Using these approaches we were able to …