The emergence of massive open online courses not only changes the ecology of higher education, but also facilitates a blending learning paradigm, also known as small private online courses (SPOCs). In order to understand how college students interact with an SPOC platform, this study collects their online behaviors for a semester and adopts a lag sequential analysis approach to identify significant transitions between interactions with content, peers, and instructors. Regarding content, after entering courses, the students tend to access learni...