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Three studies, conducted on graduate level, show findings that students with highly proactive behavior are more likely to succeed in a Learning Management System (LMS) environment. Statistical analysis techniques were used in the studies. In the second study the concept of continuous proactivity was introduced to observe if a study-group was more likely to succeed in the lesson compared to a control-group, and in the third study, proactivity was applied to the entire class. This paper reports the results of the second and third studies and introduces the concept of “continuous proactive learning strategies” to frame the future development of proactive rules in LMS.