  Massive Open Online Courses (MOOCs) continue to see increasing enrolment, but
only a small percent of enrolees completes the MOOCs. Whilst a lot of research
has focused on predicting completion, there is little research analysing the
ostensible contradiction between the MOOC's popularity and the apparent
disengagement of learners. Specifically, it is important to analyse engagement
not just in learning, but also from a social perspective. This is especially
crucial, as MOOCs offer a growing amount of activities, which can be classified
as social interactions. Thus, this study is particularly concerned with how
learners interact with peers, along with their study progression in MOOCs.
Additionally, unlike most existing studies that are mainly focused on learning
outcomes, this study adopts a fine-grained temporal approach to exploring how
learners progress within a MOOC. The study was conducted on the less explored
FutureLearn platform, which employs a social constructivist approach and
promotes collaborative learning. The preliminary results suggest potential
interesting fine-grained predictive models for learner behaviour, involving
weekly monitoring of social, non-social behaviour of active students (further
classified as completers and non-completers).
