Data scientists in educational research utilize learning analytics to investigate predictors of adult learner performance or final grades in closed online courses, blended or hybrid courses, and Massive Open Online Courses (MOOCs). The purpose of this quantitative correlational study was to investigate if and to what extent a predictive relationship existed between the instructional conditions of the number of video play events, the number of chapters accessed, the number of discussion forum postings, and adult learner performance of MOOC final grade in a university's existing learning management system at a private university located in the northeastern United States. In the current study, the archival data retrieved from Harvard Dataverse encompassed the predictor and criterion variables. The sample used in this study consisted of N = 2474 adult learners enrolled in MOOCs during a seminal event in the Fall 2012 and Spring 2013 academic year. The COPES model of self-regulated learning was the theoretical foundation utilized to frame the research questions. For RQ1, the ANOVA table showed the extent of a positive significant predictive relationship between the combined predictor variables of the instructional conditions of the number of video play events and the number of chapters accessed and the criterion variable of MOOC final grade as indicated by F(2, 2471) = 1324, p < 0.0005. For RQ2, the number of video play events had a t statistic of -10.700 with p < 0.001, while the number of chapters accessed had a t statistic of 47.635 with p < 0.0005. Thus, the null hypotheses for the instructional condition of the number of video play events and the number of chapters accessed were rejected. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]