Abstract: The rapid development of Internet technology helps increase popularity of MOOC education among students, but there still exists poor course persistence and low completion rate. Based on TAM and group dynamics theory, the study analyzes 464 valid questionnaires in Xian Jiaotong University. The results show that perceived usefulness of MOOC has positive effect on online interaction and learning performance. Perceived ease of use has significant impact on perceived usefulness and further influences learning performance. In grade groupings, significant differences are discovered in terms of perceived usefulness of MOOC, but perceived ease of use does not show significant differences.