在現在科技逐漸發展的時代，數位學習的興起也帶給了老師及學生許多層面的幫助。而其中的一個轉變就是學習逐漸發展成為以學習者為中心的模式，使用學習平台則是能夠貫徹此一模式的方式之一，提供了一個平台能讓學習者不受時空限制地學習或是與老師同儕互動。在眾多的學習平台中，Moodle是最著名及廣泛使用的學習平台，具有開放原始碼、免費及提供不同功能模組等特點。但根據相關研究顯示，Moodle平台具有幾個缺失，第一，學生互動內容不夠集中、有深度，第二，不具有即時通知而造成互動立即性不足，最後，操作程序較為繁瑣。而這些不同的缺失都可能成為學習者學習過程的阻礙。除了Moodle平台外，另外能輔助學習平台的應用程式如Office365。透過Office365中的不同功能，如Teams的即時通知、OneNote的錄音功能等，能夠補足Moodle不同層面的缺失。因此本研究目的是探討在以不同方式進行課後活動，對於學生的學習動機、學習成效、同儕互動及自主學習之影響為何。以課後活動方式為自變項，分成面對面討論組、Moodle組與Office365組三組，比較不同課後活動如課後討論、課後作業等，透過使用其相關功能探討其影響與差異。本研究採量化為主，質化為輔的分析方式，以143位國中三年級學生為研究對象進行實驗。研究結果顯示：（1）不同組別對於學習動機的影響無顯著差異。（2）面對面討論組學習成效顯著高於Office365組。（3）Office365組之同儕互動有高於面對面討論組之傾向。（4）不同組別對於自主學習的影響未具有顯著差異。（5）針對討論學習歷程發現，在使用學習平台進行討論之組別，皆會出現有學生在小組還未有過多討論過程，就直接在聊天室中貼上作業完整答案，甚至是直接以分工合作方式，各自認領題目，而未出現詳細針對作業內容之討論內容。

In the gradual development of science and technology, digital learning has brought many levels of help to teachers and students. One of the changes is that learning has gradually developed into learner-centered teaching. The use of learning management system is one of the ways to implement learner-centered teaching. It provides a platform for learners to study or interact without considering the time and space. Among the many learning management systems, Moodle is one of the most famous and widely used. It has the characteristics of open source, free of charge and providing different functional modules. However, according to related research, the Moodle platform has several shortcomings. First, the students’ interactive content is not concentrated and deep, and second, the lack of immediate notification causes the interaction to be inadequate. Finally, the operation procedure is too complicated. These different defects may become obstacles to the learning process of learners. In addition to Moodle, there are other applications that can assist the learning management system such as Office365. Through different functions in Office365, such as Teams' instant notification and OneNote's recording function, it can make up for the lack of different aspects of Moodle. Therefore, the purpose of this research is to explore the impact of different methods of after-school activities on students' learning motivation, learning achievement, peer interaction and autonomous learning. Taking the after-school activities as the independent variable, it is divided into three groups: face-to-face discussion group, Moodle group and Office365 group, and importing Office365 into English courses’ after-school activities such as discussion and homework. This research adopts quantitative analysis methods, supplemented by qualitative analysis, and conducts experiments with 143 third-year junior high school students. The research results show that: (1) Using different after-school learning methods have no significant differences in learning motivation. (2) The learning effect of the face-to-face discussion group was significantly higher than the Office365 group. (3) Peer interaction in the Office365 group tends to be higher than the face-to-face discussion group. (4) There is no significant difference in the influence of different groups on autonomous learning. (5) According to the discovery of the discussion and learning process, in the group that uses the learning platform for discussion, students had not had much discussion in the group, and they directly posted the complete answers to the homework in the chat room, or even directly claimed the questions in a division of labor and cooperation, but there was no detailed discussion on the content of the homework.

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