The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.