Rapid development has been achieved since the emergence of MOOC in 2008, but there are still many defects in the popularization of MOOC. Developing blended teaching by utilizing is considered to be one of effective means to overcome these shortcomings. The existing studies on MOOC blended teaching focus on how to improve the teaching effect, but lack of in-depth studies on MOOC pedagogical tools and learners' learning styles in blended teaching. Through a case study of MOOC blended teaching, this study aims to gain an in-depth understanding of the learners' perception of MOOC pedagogical tools, and thoroughly understand the choice of learners' learning styles in this diverse learning environment. The results show that learning styles of learners can be divided into five categories in the MOOC blended teaching, and have different correlations with the perception of MOOC learning tools and curriculum satisfaction, but have no correlation with curriculum achievement. This indicates that learners will choose different learning styles according to their own characteristics and preferences, and will not affect their academic performance. The design of existing MOOC pedagogical tools cannot meet the needs of all learners. Although MOOC blended teaching can make up for some deficiencies in this area, further research is still needed to perfect it.