目的 探讨慕课中社会学习者的学习行为特点。方法 分析中山大学健康评估慕课2期课程数据,从整体学习者以及不同类型学习者的角度进行学习行为分析。 结果 2期课程共有8 173名社会学习者注册,有550名（6.7%）学习者取得了最终成绩,学习者在各次测试中参与率呈下降趋势（R ²=0.513,β=-0.161,F=9.479,P=0.013）。在取得最终成绩的学习者中,坚定学习者有34名（6.2%）,虎头蛇尾者233名（42.4%）,无规律者283名（51.5%）。除了首次测试、期末测试和2个专业要求相对较高的专题测试（实验室检查和影像学检查）之外,3组学习者在专题测试成绩上的差异无统计学意义（P>0.05）。网上互动方面,坚定学习者参与讨论比例最高（76.5%）。与自由讨论相比,非坚定学习者更愿意参与有教师引导的、目的明确的病例讨论（P<0.05）。结论 参与慕课学习的社会学习者绝大部分为非坚定学习者（虎头蛇尾者和无规律者）。在大多数专题（除了专业难度高的专题）中不同类型学习者的学习效果相似。在线上互动方面,坚定学习者大多积极地参与病例讨论和自由讨论,而非坚定学习者更喜欢参与病例讨论而非自由讨论。

Objective To explore the learning behavior characteristics of social learners in MOOC. Methods The data were retrieved from the MOOC data of two sessions of Health Assessment at Sun Yat-sen University. We analyzed the study behaviors of the whole learners and different types of learners. Results A total of 8 173 registered social learners were enrolled in the two sessions,of which 550（6.7%） achieved the final score,and the participation rate of them showed a decreasing trend in all tests（R ²=0.513,β=-0.161,F=9.479,P=0.013）. There were 34 committed learners（6.2%）,233 early dropout learners（42.4%） and 283 irregular learners（51.5%） among learners who achieved final results . Except for the first test,the final test and the two tests（laboratory examination and imaging examination）with relatively higher professional requirements,there was no significant difference between the three groups in most tests. In terms of discussion,the proportion of committed learners participating in discussion was the highest（76.5%）,and non-committed learners were more willing to participate in teacher-guided and purposefully case discussions（P<0.05）. Conclusion The majority of social learners participating in MOOC were non-committed learners（early dropout and irregular learners）.There was no significant difference in the learning effects of different types of learners in most projects（except those with high professional difficulty）.In terms of online interaction,most committed learners actively participated in case discussion and free discussion,while non-committed learners preferred to participate in case discussion rather than free discussion.