Literature has discussed the importance of self-regulated learning skills in successful accomplishment of MOOCs (Kizilcec et al., 2017). In this paper, we are interested in students' self-regulated skills and therefore we analyse their participation in two LMOOCs (three different groups). This study is an action research conducted in three consecutive years. Third year students (Greek-speaking) at the University of Cyprus participated in this study as part of their blended learning training (French course for university purposes). For the analysis, we classified students' and teacher's actions in categories (content analysis). The goal of this study is to examine whether the integration of a LMOOC in an institutionalized training (formal learning) could contribute to the self-regulation of the learner.