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Article

The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study

by
Deming Shu
1,
Qiaoyun Chen
2,*,
Dianzhi Liu
1,
Sifan Shen
2,
Weijun Yi
3,
Xiaoqi Tang
4 and
Manshu Luo
4
1
School of Education, Soochow University, Suzhou 215123, China
2
School of Education Science, Nanjing Normal University, Nanjing 210097, China
3
School of Computer Science and Technology, Soochow University, Suzhou 215008, China
4
School of Humanities and Social Sciences, Xi’an Jiaotong-Liverpool University, Suzhou 215123, China
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(2), 716; https://doi.org/10.3390/su16020716
Submission received: 23 November 2023 / Revised: 1 January 2024 / Accepted: 11 January 2024 / Published: 14 January 2024
(This article belongs to the Special Issue Education for Sustainable Development: Toward Quality and Inclusive Education for All)
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Versions Notes

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.

1. Introduction

With the rapid advancement of new Internet technologies, such as big data and artificial intelligence, a novel form of education has emerged: massive open online courses (MOOCs), characterized by virtualized environments, digitized resources, and self-directed learning. Since their inception, MOOCs have garnered significant attention from scholars due to their pivotal role in facilitating online education. MOOCs are widely recognized as viable solutions for addressing global educational challenges [1]. With their greater feasibility, MOOCs provide high-quality learning resources to students and help shape training courses according to diverse learning requirements [2]. MOOCs not only offer relevant content and activities but also present opportunities for enhancing teachers’ self-regulated learning skills as lifelong learners [3]. The utilization of MOOCs facilitates affordable education for anyone, anywhere [4]. Although MOOCs create personalized and dynamic learning environments, low completion rates among learners and a high student-to-teacher ratio often result in a lack of interaction between teachers and students [5]. This makes it difficult for teachers to provide timely and personalized guidance to meet learners’ needs, which hinders their application and development [5]. MOOCs differ considerably from traditional classrooms in terms of the roles and responsibilities of instructors and learners; successful learners must be self-directed in MOOC learning environments [6]. In addition to the impact of motivation on dropout rates, it is noteworthy that learners require effective learning strategies and advanced self-regulated learning skills in order to achieve success in MOOCs [7]. Therefore, synthesizing the connotative structure and application characteristics of effective MOOC learning strategies from a learner-centric perspective and enhancing the pedagogical design and learning methodologies of MOOCs is imperative to augment learning efficacy and completion rates [8].
With the rapid advancement and extensive implementation of information technologies, the connotations of college students’ MOOC learning strategies are undergoing a subtle transformation. Therefore, qualitative studies should be conducted to investigate the connotative structure and application characteristics of effective learning strategies for college students. In this study, the effective learning strategy for MOOCs refers to the adoption of specific methods or techniques aimed at enhancing completion rates and improving learning outcomes. The content and structure of effective MOOC learning strategies for Chinese college students are developed using the grounded research method, gradually encoding the survey text.
In the Internet era, research on learning strategies for MOOCs should be conducted to facilitate learners’ effective employment and integration of these strategies within MOOCs, adaptation to online learning environments, the optimization of learning efficiency, and innovative and creative thinking.

2. Materials and Methods

2.1. Participants

This study employed purposive sampling in conjunction with interpersonal networks. To investigate the effective MOOC learning strategies of college students, a set of open-ended questions was employed. A total of 57 college students provided responses to the open-ended inquiries. Of these students, 12 were men (21.1%) and 45 women (78.9%). Moreover, 20 were senior students (35.1%), 28 were graduate students (49.1%), and 9 were students from other grades (15.8%). On average, the participants had completed 5.1 MOOCs.

2.2. Instruments

The set of open-ended questions consisted of two parts: questions on basic participant information and open-ended questions on effective MOOC learning strategies. The demographic information of the participants encompassed their full name, academic level, sex, date of birth, and the number of MOOCs they had completed. The effective MOOC learning strategies section included open-ended questions such as: (1) Can you recount in detail the effective methods, approaches, and strategies you employed to learn through MOOCs during your college years? (2) Can you detail the effective methods and strategies utilized in your MOOC learning experience and their specific impact on your learning outcomes? (3) Can you describe novel and unexplored MOOC learning methodologies/strategies that have not been previously acknowledged or implemented by others? (4) If requested to share the effective learning methodologies/strategies/measures derived from MOOCs during your studies with fellow college students, which ones would you deem appropriate for dissemination?

2.3. Data Analyses

Following grounded theory research coding procedures and utilizing the qualitative analysis software NVivo 12.0, the collected data were systematically organized, coded, and analyzed. NVivo 12.0 serves as a tool for coding and analysis, with the qualitative researcher serving as the primary driver of the research, particularly in the coding process. Each participant was assigned a unique label, ranging from S1 to S57. In the initial phase, the software was employed to meticulously examine each of the 57 documents on a sentence-by-sentence basis, while employing open coding techniques to allocate concept labels to content associated with the theme of “effective learning strategies”. In the second stage, axial coding was utilized to integrate and categorize comparable open codes through continuous comparisons to establish connections among the categories. Third, we employed selective coding to establish a theoretical framework for effective MOOC learning strategies by analyzing the relationships between the main axis codes and extracting core categories.

2.4. Reliability

To ensure the reliability of the data analysis, two members of the research team independently coded the data collected during the coding process. The inter-coder reliability for the open-coding classification was 0.82, indicating a high level of agreement between coders. During subsequent data processing, the “coding comparison” function of the analysis tool was utilized to compare the coding outcomes of both coders. Any discrepancies in coding nodes were deliberated and adjusted to minimize the impact of individual bias on the coding results. After conducting a comprehensive group discussion, we achieved a consistent coding outcome, which served as the foundation for the subsequent secondary and core coding processes.

3. Results

3.1. Open Coding

With “effective learning strategies” as the central theme, we systematically examined and identified meaningful units before conducting group discussions. Through this process, we obtained 135 open codes with 814 reference points. Spearman’s correlation analysis was performed to examine the relationship between the number of data sources and the reference points for the 135 open codes. The correlation coefficient was r = 0.901, indicating a highly significant positive correlation (p < 0.001) between the two variables. Therefore, this study employed the count of reference points for the code as a proxy for citation frequency. The top ten open codes with the highest number of reference points were as follows: taking notes (80), interaction in the comment section (54), completion of exercises (33), timely assignment submission (28), effective time management (27), study plan development (25), active participation in discussions (23), utilization of supplementary reading materials (23), integration of online learning with offline professional courses (19), and reviewing recorded class sessions for further understanding (18). The distribution of the open code is visually represented through a word cloud (Figure 1).

3.2. Axial Coding

The 135 open codes were merged and classified based on their semantic similarities, enabling the completion of spindle codes. A total of 32 axial codes were obtained (Table 1). The ten most frequently referenced axial codes included interactive communication strategies (117), note-taking strategies (104), transfer and application strategies (97), course selection strategies (55), help-seeking strategies (70), review strategies (51), motivation management strategies (31), resource expansion strategies (28), time management strategies (27), and self-management strategies (26).

3.3. Selective Coding

Based on the 32 axial codes and in conjunction with relevant research on learning strategy classification methods [9,10,11], 12 selective codes were extracted to identify the core categories in terms of effective MOOC learning strategies for college students. The three core categories identified were cognitive, resource management, and metacognitive strategies. Table 1 and Figure 2 illustrate the distribution and structure of the codes. Cognitive strategies encompassed elaboration (229), information selection (79), reviewing (51), and organizing (27). Resource management strategies encompassed interaction and cooperation (142), help-seeking (98), effort management (96), time management (43), and learning environmental management (6). Metacognitive strategies encompassed planning (33), monitoring (8), and self-regulation (2). Finally, the coding process and code naming were thoroughly scrutinized to ensure precise alignment between the concepts and source material.

4. Discussion

Regarding the frequency of effective MOOC learning strategies employed by the participants, the following effective learning strategies were commonly utilized: interaction and cooperation (117), note-taking (104), transfer applications (97), help-seeking (70), and reviewing (51). Compared with traditional learning, the participants frequently employed learning strategies that are characteristic of MOOCs, such as course selection (55), motivation management (31), time management (27), self-management (26), and planning (26). The participants exhibited a lower utilization of elaboration strategies, such as reflection and understanding, questioning, and association, and metacognitive strategies, such as monitoring and regulation, compared to traditional learning. In MOOC learning, learners are required to engage in continuous reflection and questioning of content owing to relatively limited supervision and assessment, which necessitates a higher level of self-directedness and critical thinking skills. They need to refrain from engaging in superficial learning and prioritize deep-level learning by actively posing inquiries, establishing connections, and engaging in reflective practices to solidify knowledge acquisition and cultivate a disposition toward innovative thinking. Furthermore, considering the limited on-site supervision provided by instructors in MOOCs, learners must engage in self-monitoring and regulation of their learning behaviors. The next section examines the attributes of effective MOOC learning strategies employed by the participants across the three distinct categories.

4.1. Cognitive Strategies

4.1.1. Elaboration Strategies

An elaboration strategy is defined as a process by which the learner builds an internal connection between what is being learned and previous knowledge [12]. The strategies reflect a “deeper” approach to learning, by attempting to summarize the material, putting the material into one’s own words [13]. Elaboration strategies play a crucial role in enhancing memory retention, and the participants in this study demonstrated a higher utilization of such strategies in terms of note-taking, transfer applications, questioning, and memory strategies (Table 1). Note-taking is a widely adopted and effective learning strategy, as reported by Participant S20′s assertion that frequent note-taking facilitates the faster comprehension of learning materials and enhances memory retention. In contrast to traditional note-taking strategies, MOOC learning introduces innovative note-taking methods that align with advancements in information technology, such as utilizing screenshot-based techniques and capturing key points through screenshots. As noted by Participant S38, screenshots serve as valuable tools for enhancing the communication of complex concepts in MOOC learning, alleviating the time-consuming nature of relying solely on text-based materials. Furthermore, screenshots facilitate the retention of crucial knowledge points without hindering the normal course progression. These novel note-taking strategies offer convenience and speed, enabling the rapid recording of essential information. However, their effectiveness may be limited if screenshots are not subsequently reviewed or consolidated and if indiscriminate capturing is practiced.
One of the primary goals of education is to ensure that learners can apply their acquired knowledge in various ways and under different circumstances [14]. The term learning transfer is used to refer to the influence of learning in one situation on learning in another situation [15]. The utilization of the transfer application strategy was particularly favored by the participants. Participant S24 emphasized the importance of practical applications in real-life scenarios for a better understanding and precise grasp of relevant knowledge. Participant S23 highlighted the transferability of knowledge and methods acquired through MOOCs to other disciplines.
Despite the crucial role that higher education institutions play in bridging academia and the workforce, empirical evidence suggests that numerous college students encounter difficulties when it comes to effectively transferring knowledge, skills, and experiences acquired from academic settings into practical work environments [16]. To achieve their learning goals, college students must connect their theoretical knowledge with practical applications. Students can usually progress to deeper learning only when they have sufficient superficial knowledge, followed by transferring it to actual operations [10]. The transfer of learning is imperative to thoroughly understand fundamental concepts and interrelated theories. This not only helps consolidate knowledge and skills, but also facilitates the establishment of connections between old and new information. However, if students are unable to integrate theory with practice, their theoretical knowledge will be insufficient for practical applications.
Questions are an essential educational tool for all disciplines in general and for science in particular. A student-question-driven classroom may give students the ability to share the worldview of scientific disciplines and mutually reinforce creativity and higher-order thinking skills [17]. For instance, Participant S45 noted the importance of seeking clarification through additional inquiries, and Participant S13 reported the significance of timely inquiries and the independent pursuit of answers. In this study, the reference points of the questioning strategies accounted for only 0.9% of the total, indicating that this aspect was rarely mentioned by the participants. Questioning can lead to more, newer, and deeper questions based on existing knowledge, which is an effective way to cultivate creative thinking. A well-formulated question holds greater value than a satisfactory answer; therefore, educators should guide students towards increased inquiry to foster their capacity for innovative thinking.
However, teachers must emphasize that the fundamental components of each subject, including concepts, principles, and laws, serve as a foundation for establishing a knowledge framework and formulating effective transfer and application strategies. Otherwise, learning would remain superficial without a robust foundation and would fail to culminate in a comprehensive system, thereby impeding the systematic acquisition of knowledge and hindering the development of intricate associations. Associative divergent thinking is a crucial characteristic that plays a pivotal role in fostering college students’ innovative thinking. Imagination is the premise of scientific creativity, whether inductive or deductive, enabling the inference of facts or theories through imagination [18]. In this study, only one participant (S15) reported utilizing the learning method known as “association”, which accounted for a mere 0.1% of all reference points made by the participants. This suggests that the participants seldom used association strategies in their learning processes. As higher education institutions aim to cultivate innovative talent, educators must encourage and guide college students to use associative strategies across various contexts, thereby unleashing and developing their imaginations while fostering innovative thinking.

4.1.2. Information Selection Strategies

Information selection strategies have seldom been addressed in previous learning classification studies. In the era of the Internet, MOOCs and other relevant learning resources are abundant but vary in quality. If students indiscriminately accept all available materials, this is likely to result in the futile and unfocused consumption of cognitive resources, thereby hindering the achievement of their learning goals. College students should avoid this scenario by selecting suitable, engaging, high-quality, targeted MOOCs.
In the MOOC process, learners exercise greater agency in their learning through autonomy over course selection. As Participant S15 aptly noted, “Choosing courses that align with one’s interests fosters motivation and prevents boredom from setting in after a few days. Making informed choices enhances the overall learning experience and imbues students with a sense of accomplishment”. Participant S2 expressed the importance of selecting courses that align with one’s specific circumstances, such as beginner-level Python courses for novices. Without clear learning objectives and a careful selection of educational content, individuals may easily become overwhelmed by the vast amount of available information, hindering their ability to achieve profound and systematic learning, and wasting time. Effective information selection can prevent information overload and interference. Therefore, MOOCs need to comprise meticulously organized and well-designed courses that offer comprehensive practical knowledge. Additionally, principal lecturers must possess a humorous and engaging style to ensure that learners spend their time productively.

4.1.3. Reviewing Strategies

Learning must be reviewed promptly to avoid memory fading and low efficiency. Reviewing remains a crucial learning strategy for MOOCs. At the college level, attention should also be paid to applying learned content to current situations by combining theory with practice. Multiple senses are involved in the review process and deepen embodied cognition. Reviewing should focus on the salient and challenging aspects of the material that can be presented through a combination of text, images, videos, and audio. As Participant S21 aptly noted, “Revisit the class notes after each session and concentrate on reviewing key concepts and difficult topics encountered during learning”.

4.2. Resource Management Strategies

Resource management is a strategy through which learners construct a learning environment depending on their own needs, such as through the arrangement of learning time, the use of a learning environment, peer learning, and seeking help [19]. As a form of distance education, MOOCs offer learners the autonomy to determine their learning time, location, content, and progress. The effectiveness of distance learning can be influenced by the implementation of metacognitive and resource-management strategies.

4.2.1. Interactive and Cooperation Strategies

MOOCs offer diverse modes of interaction and collaboration, such as learners’ active engagement in online forums to communicate with instructors and peers and group-based cooperative learning that fosters mutual support among members. Hew [20] revealed that participants perceived peer interaction as engaging. Learning engagement with MOOCs directly affects learning persistence [21]. For instance, Participant S41 suggested that forming a study group with like-minded peers can facilitate high-quality and in-depth learning, thereby enhancing learning efficiency. Participant S19 recommended active participation in online discussions to foster a sense of engagement and to support continuous learning. Additionally, Participant S50 proposed that observing interactions between students and teachers on discussion boards could provide learners with a more comprehensive and nuanced understanding of complex concepts.
Enrolment in MOOCs significantly exceeds enrollment in traditional online or face-to-face courses. Unsurprisingly, the interaction between instructors and learners in MOOCs has been reported to be limited [6]. However, this was not the case in the present study. We observed 142 reference points for interactive and cooperative strategies, accounting for 17.4% of the total reference points. This may have occurred for several reasons. First, with the advancement of information technology, cooperative learning and interaction among group members can transcend traditional temporal and spatial constraints, conveniently facilitated through various online platforms such as blogs, comment sections, QQ groups, WeChat groups, and online video meetings, thereby facilitating cooperation and interaction. Second, in the absence of face-to-face communication, learners are more inclined to actively seek online interactions and collaborations to address their queries and compensate for the lack of in-person communication. Compared with learning MOOCs in isolation, participating in a study group enables learners to establish connections with others who share similar learning objectives and tasks. This connection not only helps learners help each other, but also enhances their learning motivation [22].

4.2.2. Help-Seeking Strategies

Traditional help-seeking strategies primarily involve consulting teachers and classmates and referencing books. However, in the context of effective MOOC learning strategies adopted by the college students, apart from seeking assistance from teachers and classmates, the majority opted for online support. For instance, Participant S41 mentioned using search engines and other educational websites to understand challenging concepts. Participant S47 stated that when encountering unresolved queries or uncertainties after personal reflection and online research during MOOC learning, they posted questions in the discussion forum.
Convenient and diverse online help pathways offer great convenience when seeking academic assistance; however, such convenience can be a double-edged sword. If students rely solely on Internet searches without critical thinking, they may only scratch the learning surface. Therefore, independent thinking is to be encouraged in MOOCs before turning to the Internet as a resource. The blind acceptance of online information should be avoided. Instead, students should have the courage to ask questions, make connections and inquiries, and innovate deeply, based on appropriate referencing, to cultivate innovative thinking.

4.2.3. Effort Management Strategies

College students’ motivation to participate in MOOCs comprises intrinsic motivation, such as interest, growth needs, and curiosity [23], as well as extrinsic motivation, which refers to taking action for reasons induced by exogenous demands or others, such as future career development, obtaining credits, and diplomas. The dropout rates of MOOCs are significantly higher than those of traditional face-to-face curricula due to their relatively low entry barriers and simple exit mechanisms [4]. The traditional supervision mode rarely appears in MOOCs, which can easily cause students to abandon the course in the middle due to a lack of motivation. Rabin et al. [24] observed that learners driven by extrinsic motivation tended to exhibit lower levels of tolerance toward obstacles encountered in MOOCs. By implementing motivation management strategies that integrate intrinsic and extrinsic motivators, students can be stimulated to cultivate curiosity and foster a strong desire to learn. This ensures the continuous and efficient acquisition of knowledge in MOOCs. As Participant S41 highlighted, effective strategies are imperative for maintaining learning motivation. A significant portion of this motivation stems from careful planning, with the rest derived from a sense of accomplishment gained through learning. Additionally, Participant S33 emphasized the importance of taking the initiative and cultivating a passion for learning. Participant S19 mentioned that receiving recognition from others served as an encouragement that motivated further learning. Previous studies have shown that the more motivated learners are, the higher their sense of achievement in MOOC learning will be, and that more learning strategies need to be applied in MOOC learning [19].
Compared to traditional classroom teaching, MOOC learning lacks on-site management by teachers, resulting in a deficiency of on-site interaction and supervision during students’ learning processes. Insufficient self-restraint can significantly hinder learning effectiveness. To achieve effective learning outcomes in MOOCs, students must possess a strong sense of responsibility and self-regulated learning skills. This was emphasized by Participant S8′s statement regarding the necessity of self-control and echoed by Participant S2′s emphasis on learners’ needs for a strong sense of responsibility toward their own education. Research shows that MOOCs have a significantly higher dropout rate than traditional classroom teaching, with less than 10% of registered students completing their curricula [25]. In large-scale online courses, teachers cannot meet the personalized needs of every student, which requires students to actively use self-management strategies, learning, and practices to obtain positive learning results.

4.2.4. Time Management Strategies

Time management can be viewed as a way of monitoring and controlling time [26]. Effective time management involves strategically allocating time for scheduling, planning, and executing personal study activities. Conscientious students are more likely to regulate their own learning through time management, and it is these tendencies that relate to academic outcomes [27]. Although MOOCs offer the advantage of being unconstrained by time and space, they also have the potential to foster a lax learning attitude and delay the study progress. However, learning strategies can be improved, particularly in terms of effective time management [7]. To mitigate the tendency towards idleness and procrastination, teachers should take action promptly, bolster self-discipline, and cultivate effective study routines. Effective time management is essential for the efficient implementation of MOOCs. As Participant S19 stated, “I establish a consistent weekly schedule for studying MOOCs to cultivate effective learning habits and promote sustained engagement with the material”. According to Participant S34, optimizing the use of fragmented time enhances learning efficiency. As Participant S46 noted, adopting the Pomodoro technique by setting a 25 min timer for focused work and video watching improves time management and concentration in MOOC learning tasks.

4.2.5. Learning Environment Management Strategies

The management of a traditional learning environment primarily involves selecting a conducive and noise-free venue to minimize distractions from other individuals and ambient sounds. As stated by Participant S37, “In the context of MOOCs, extraneous noises can divert attention and hinder sustained focus. Therefore, I address this issue by using earbuds and stowing away mobile phones and other communication devices to ensure uninterrupted engagement with MOOCs”. The effectiveness of MOOCs learning is contingent on the network’s fluency, and any disruption in network connectivity directly impedes learning outcomes. As Participant S50 stated, “To ensure uninterrupted playback, I proactively download videos prior to viewing them”. To facilitate the smooth implementation of MOOCs, video downloading can be used to enhance learners’ knowledge acquisition efficiency. A reliable network environment is essential for effective learners. Additionally, the MOOC platform should optimize server performance and provide high-speed and stable learning resources to improve overall learning efficiency.

4.3. Metacognitive Strategies

Metacognition involves monitoring one’s cognitive processes, and regulating these processes after one gains an understanding of them [28]. The efficacy of metacognitive strategies in enhancing retention and facilitating the application of concepts has been shown in previous studies [29]. The implementation of planning and self-monitoring strategies enhanced the motivation of high-achieving writers, whereas low-achieving writers’ motivation improved through the use of self-monitoring and revising strategies. Additionally, learning habits have been identified as significant factors influencing motivation for mobile learning [30]. In MOOC learning, the reduction in on-site and teacher supervision as well as peer encouragement obliges learners to engage in metacognition for planning, monitoring, and adjusting their learning activities to ensure the continuity and achievement of objectives.

4.3.1. Planning Strategies

Formulating a comprehensive study plan and clearly defining the study objectives can mitigate the risk of premature termination of the study process owing to diminished oversight. For instance, Participant S15 emphasized the importance of setting personalized goals and plans as well as implementing a system of rewards and punishments. Participant S41 highlighted the significance of creating a comprehensive learning schedule that included dedicated class hours or modules per week, supplemented by course videos for enhanced understanding. The successful completion of MOOCs necessitates strong self-discipline; failure to maintain such discipline may impede the acquisition of fruitful learning outcomes. Reparaz et al. [31] found that college students’ goal setting, learning interests, and subjects were the main predictors of whether MOOCs would be completed. Therefore, college students should be encouraged to develop study plans and strategies that match the MOOCs before learning about them.

4.3.2. Monitoring Strategies

Monitoring strategies entail the effective supervision and control of students’ learning processes, facilitating learners to identify and address their own issues in terms of concentration and comprehension, thereby enabling self-modification. Self-monitoring strategies include self-assessment, self-reflection, progress indicators, final projects, and authentic tasks [32]. Compared to traditional learning, MOOC learning reduces teacher monitoring and requires learners to strengthen their self-monitoring. As Participant S37 noted, “In MOOCs, teachers and students operate in different environments. Through self-monitoring during the learning process, I was able to sustain my focus on the course”. Similarly, Participant S15 stated, “Detecting errors enabled me to identify areas of knowledge deficiency. This allowed me to search for relevant content and internalize it on my own”.

4.3.3. Self-Regulated Learning Strategies

A self-regulated learning strategy involves a process in which learners control their learning procedures to achieve set learning goals. The learners who enroll in MOOCs may have trouble achieving their course objectives; one reason for this is that they do not adequately self-regulate their learning [33]. MOOCs require individual learners to be able to self-regulate their learning, determining when and how they engage [34]. Self-regulated learning skills have a significant impact on learners’ success, including whether they drop out from MOOCs [35]. Highly self-regulated learning participants have been shown to be motivated more by a desire to enhance their expertise than to achieve certification [34]. This strategy is particularly important in an MOOC learning environment, which is highly open and flexible. Teachers should remind students to adopt self-regulated strategies in independent learning and create opportunities that can help learners improve their awareness and skills in using self-regulated learning strategies [36].
As Participant S18 noted, in the context of MOOC learning, “Learners are the key to success. It is imperative for us to be self-motivated and employ appropriate learning strategies”. Considering the strong and positive influence of self-regulated learning strategies on the perception of learning outcomes in MOOC learning, curricula designers and teachers need to implement effective interventions depending on the four stages of self-regulated learning (anticipation, monitoring, control, and reflection) [37] to help learners regulate their own learning.

4.4. Practical Implications

In accordance with the research procedure of the grounded theory method, this study investigated the connotation structure and application characteristics of effective MOOC study strategies among college students. The findings revealed that these strategies encompassed three core types: cognitive, resource management, and metacognitive. In addition, 12 categories and 32 subcategories of learning strategies were identified. The participants could flexibly acquire and employ these valuable learning strategies to enhance their MOOC learning efficiency.
In the age of information technology, fostering innovative individuals is crucial. Educators should encourage and guide college students to excel in questioning and making associations during their learning process, as well as to extend, develop, integrate, and innovate based on what they have learned, to establish a culture of innovative thinking. Learners must master effective MOOC learning strategies, whereas MOOC platforms and universities should strive to create high-quality courses rich in resources, interests, interactivity, and practicality. Lecturers should engage in and use humor to illustrate concepts while frequently asking students questions and communicating with them to stimulate their motivation for learning. Collaborative efforts among various parties are necessary to establish a high-quality learning environment for MOOCs that fully utilizes their potential to promote the sharing of educational resources, ensuring educational equity, and facilitating lifelong learning.

5. Conclusions

Effective learning strategies in MOOCs encompass cognitive, resource management, and metacognitive strategies. Cognitive strategies include elaboration, information selection, reviewing, and organizational strategies. Resource management strategies include interaction and cooperation, help-seeking, effort, time, and learning environment management. Metacognitive strategies include planning, monitoring, and self-regulation.
The specific five learning strategies most commonly employed by the participants in this study were, in descending order, elaboration, interaction and collaboration, help-seeking, effort management, and information selection.
As an expansive, inclusive, and interconnected curriculum, MOOCs require college students to engage in discerning and strategic learning practices while concurrently implementing effective self-regulation. Only through these approaches can students sustain their learning trajectories and achieve optimal educational outcomes. Consequently, college students need to employ strategies that encompass course selection, planning, motivation, time management, and self-regulation.
In the context of MOOC learning, the Internet has partially supplanted traditional modes of communication and assistance, emerging as a favored avenue for college students to engage in online interactive and cooperative strategies and seek virtual support, thereby harnessing the full potential of the Internet and compensating for the limitations associated with face-to-face interactions.
However, one deficiency was identified in utilizing learning strategies to foster innovative thinking during MOOC learning. The participants exhibited limited utilization of associative and questioning strategies, necessitating active guidance from instructors to facilitate the extension, expansion, and integration of learning content through association and questioning to cultivate their innovative thinking.

Author Contributions

Conceptualization, Q.C. and D.S.; methodology, D.S.; software, D.S. and S.S.; validation, W.Y. and D.L.; formal analysis, D.S. and S.S.; investigation, Q.C. and S.S.; resources, D.L.; writing—original draft preparation, D.S.; writing—review and editing, Q.C., X.T. and M.L.; visualization, D.L.; supervision, D.L.; project administration, Q.C. and D.S.; funding acquisition, Q.C. and D.S. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the “13th Five-Year Plan” for Education Science in Jiangsu Province, “Exploring the Psychological Mechanisms of MOOC Learning among College Students and Strategies for Improvement” (grant number D/2020/01/09).

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The essential findings of the study have been presented in the paper, without special supplementary material.

Conflicts of Interest

The authors declare no conflicts of interest.

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Figure 1. Effective strategies: An open-coded cloud map. Note: a larger font size indicates a greater number of open-coded reference points.
Figure 1. Effective strategies: An open-coded cloud map. Note: a larger font size indicates a greater number of open-coded reference points.
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Figure 2. Structure and distribution of effective MOOC learning strategies among college students. Note: the data below the category comprise reference points and respective percentages of the total reference points.
Figure 2. Structure and distribution of effective MOOC learning strategies among college students. Note: the data below the category comprise reference points and respective percentages of the total reference points.
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Table 1. Core categories and coding of effective MOOC learning strategies.
Table 1. Core categories and coding of effective MOOC learning strategies.
Core CategoriesSelective CodingAxial Coding (Count)Open Coding Samples (Count)
Cognitive Elaboration (229)Note-taking (104)Note-taking (80), Screenshot of key points (12), Organizing notes (4)
Transfer and application (97)Practicing (33), Finishing homework on time (28), Combining theory and practice (10)
Reflective understanding (11)Thinking after class (3), Introspection (3), Self-reflection (1)
Questioning (7)Asking questions promptly (3), Studying with questions (3), Problem-scaffolding learning (1)
Summary (5)Highlighting key points (3), Timely summary (1), Summarizing key points (1)
Memory (4)Memory (2), Targeted memory (1), Memory coding method (1)
Association (1)Association (1)
Information selection (79)Course selection (55)Combining with offline professional courses (19), Choosing interesting courses (15), Choosing suitable courses (10)
Previewing (13)Previewing (13)
Focusing (8)Focus on difficulties (6), Focus on problems (1), Quick play (1)
Chapter selection (3)Selecting key chapters (2), Selecting chapters (1)
Reviewing (51)Reviewing (51)Learning by replay (18), Reviewing on time (8), Reviewing after class (8)
Organization (27)Knowledge network (15)Mind mapping (13), Clarifying relationships between knowledge points (1), Establishing knowledge networks (1)
Sorting (9)Organizing resources (6), Organizing documents (3)
Induction (3)Inductive thinking (1), Constructive learning (1), Refining knowledge points (1)
Resource management Interactive and cooperation (142)Exchange interaction (117)Interaction in the comment section (54), Participation in discussion (23), Interaction and communication (16)
Cooperative learning (25)Peer and mutual assistance (11), Working in groups (10), Self-study with mutual assistance (2)
Help-seeking (98)Help-seeking (70)Consulting teachers (15), Seeking help from peers (10), Using video websites to learn (7)
Resource expansion (28)Extensive reading (23), Making optimum use of learning resources (2), Seeking assistance from teachers (1)
Effort management
(96)		Motivation management (31)Self-reinforcement (10), Cultivating interests (9), Intrinsic motivation (9)
Self-management (26)Self-directed learning (10), Conscious learning (8), Self-control ability (3)
Learning attitude management (22)Serious learning attitude (9), Listening carefully (9), Serious approach to exams (4)
Attention management (17)Persistent learning (8), Concentrating on learning (7), Paying attention (2)
Time management
(43)		Time management (27)Time management (27)
Habit formation (16)Fixed learning time (5), Habit formation (4), Completing assignments on time (3)
Learning environmental management (6)Internet environment management (4)Caching learning videos (4)
Physical environment management (2)Turning off cell phone (1), Using headphones (1)
Metacognitive Planning (33)Learning plan (26)Making learning plans (25), Advanced learning (1)
Well-defined goals (7)Goal-oriented (4), Clear target (3)
Monitoring (8)Self-monitoring (4)Self-monitoring (4)
Supervision and inspection (4)Error set (2), Supervision and inspection (1), Keeping pace with the teacher (1)
Self-regulation (2)Self-regulation (2) Self-regulation (1), Within one’s capabilities (1)
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Shu, D.; Chen, Q.; Liu, D.; Shen, S.; Yi, W.; Tang, X.; Luo, M. The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study. Sustainability 2024, 16, 716. https://doi.org/10.3390/su16020716

AMA Style

Shu D, Chen Q, Liu D, Shen S, Yi W, Tang X, Luo M. The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study. Sustainability. 2024; 16(2):716. https://doi.org/10.3390/su16020716

Chicago/Turabian Style

Shu, Deming, Qiaoyun Chen, Dianzhi Liu, Sifan Shen, Weijun Yi, Xiaoqi Tang, and Manshu Luo. 2024. "The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study" Sustainability 16, no. 2: 716. https://doi.org/10.3390/su16020716

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