Abstract
To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies.
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