This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

本文研究了大规模开放式在线课程中采用的离散学习策略及其与学生学习体验的关系。该理论框架以在线教育的探究社区模型为中心，该模型概述了学生学习经验的三个关键维度（存在）：教学，社交和认知存在。课后调查的一部分是调查社区调查工具，用于测量学生对这三种情况的感知水平。聚类分析揭示了具有独特学习策略的三组学生：有限用户，选择性用户和广泛用户。在学生对可用工具和资源的使用，最终课程成绩以及认知存在的感知水平方面，采用的策略存在显着差异。结果还表明，学生对学习的承诺，参加MOOC的动机和目标，目标取向，学习方法以及使用不同学习策略的情况存在显着差异。进一步讨论了对在线学习的研究和实践的意义。