High potential variation in prior knowledge, metacognitive skills, and motivation within learner populations can prompt design strategies that combine explicit structuring and scaffolding with increased learner control. We examine the use of such a strategy—a structured inquiry cycle—in a corpus of online modules (50) for adult informal learners using process mining. We apply process analysis techniques previously demonstrated by others to formative assessment data from the modules. We then use process modeling for mining module deliveries (N=5617) to investigate learner control within the inquiry cycle as a whole. Our experience suggests roles for these techniques beyond assessing conformity, both for design reflection and in preparation for deeper inquiry on self-regulation.