本研究基于扎根理论，探索大学生感知互联网学习的因素并形成模型。本文对12名大学生进行访谈，要求他们描述其互联网学习体验及其对互联网学习的态度，包括互联网学习的优势与挑战；将访谈记录转化为文字材料，对其进行词频分析、情感探索分析和编码分析；在对文本进行开放编码、主轴编码和选择编码后，得到互联网学习意图、互联网学习环境、互联网学习开展和互联网学习者成熟度四个维度 11 个因子；对四个维度的因子及其相互关系进行分析，得到大学生感知互联网学习的因子模型。基于此模型，提出互联网学习发展与评价的三个关注点：非正式学习与泛在学习，学习资源的丰富性、质量和有效呈现，以及学习支持服务的建设.

Based on the grounded theory, this study explored the important features of Internet learning from the viewpoints of college tudents, and constructed a factor model. 12 college students were interviewed in this study. They were asked to describe their earning experience and attitudes towards Internet learning, including the reason why they choice the Internet learning, as well as the advantages and challenges. The interview records were transformed into text materials, and then word frequency analysis and emotional exploration analysis were carried out. After open coding, axial coding and selective coding, 11 factors were extracted form the texts, which were categorized into four important dimensions: leaners’ characteristics, and the intention, the environment and the development of Internet Learning. By analyzing the factors in the four dimensions and their relationship, the factor model of College Students' perceptions of Internet learning is obtained. Based on this model, three concerns of the development and evaluation of Internet learning were put forward, including informal learning in Ubiquitous Learning Environment, the richness, quality and effective presentation of learning resources, and the construction of learning support services.