  This paper presents for the first time a detailed analysis of fine-grained
navigation style identification in MOOCs backed by a large number of active
learners. The result shows 1) whilst the sequential style is clearly in
evidence, the global style is less prominent; 2) the majority of the learners
do not belong to either category; 3) navigation styles are not as stable as
believed in the literature; and 4) learners can, and do, swap between
navigation styles with detrimental effects. The approach is promising, as it
provides insight into online learners' temporal engagement, as well as a tool
to identify vulnerable learners, which potentially benefit personalised
interventions (from teachers or automatic help) in Intelligent Tutoring Systems
(ITS).
