自2019年開始COVID-19疫情肆虐全球，臺灣的教育環境亦在疫情之中受到波及，迫使教師與學生別無選擇的進入遠端課室、利用線上課程與數位載具進行教學活動。
另外，在covid-19前後的線上學習其定義上也有很大的差別，在疫情爆發前的線上學習大多被視為一種輔助學習的管道，也就是學習者對某些事物產生興趣，進而想要瞭解、探索及研究，而疫情爆發後，線之上學習卻變成了獲得與接受教育的唯一管道，學習者線上學習的原因變成為了接受義務教育，學習的材料也變成部定必修科目與校定必修及選修，所以本研究將會從新定義所謂「後疫情時代的線上學習」，以及「線上學習策略」，並希望藉由重新調查學習者的自我效能、線上學習策略，以及它們在後疫情時代的線上學習中對學習成效的影響，來研究它們之間的關連性，給予在第一線教學的教師們提供幫助、參考，輔導學習者使用不同的學習策略
而研究顯示，學生的自我效能變得更加重要，比對covid-19前後，自我效能與學習成效的相關性明顯提升，此外在本研究中發現學習者的自我效能及線上學習策略並未有交互作用，而線上學習策略對學習成效的影響效果，使用線上搜尋策略 的學習者較使用社群學習策略的學習者有更好的學習成效，最後高低自我效能者在選擇線上學習策略時亦有其明顯偏向，高自我效能者明顯偏向使用線上搜尋策略，低自我效能者則明顯偏向使用社群學習策略。

As the COVID-19 epidemic ravaged the world since 2019, Taiwan's educational environment was also affected by the epidemic, forcing teachers and students to have no choice but to enter remote classrooms and use online courses and digital carriers for teaching and learning activities.
In addition, there is a big difference in the definition of online learning before and after covid-19. Before the outbreak, online learning was mostly seen as a conduit for supplementary learning, that is, learners became interested in something and wanted to understand, explore and study it. Therefore, this study will redefine the so-called "post-epidemic online learning" and "online learning strategies" and will investigate the correlation between learners' self-efficacy, online learning strategies, and their impact on learning outcomes in the post-epidemic online learning era by re-investigating them. To help teachers on the front lines of teaching and coaching learners to use different learning strategies
The study showed that students' self-efficacy became more important, and the correlation between self-efficacy and learning effectiveness was significantly higher than that before the covid-19. In addition, there was no interaction between self-efficacy and online learning strategies in this study, and the effect of online learning strategies on learning effectiveness was better for learners who used online search strategies than for those who used social learning strategies.
Finally, there was a clear preference between high and low self-efficacy in choosing online learning strategies, with high self-efficacy favoring the use of online search strategies and low self-efficacy favoring the use of social learning strategies.

王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，(27)，62。
甘敏汝（2021）。桃園市國中生文化資本、學習焦慮及英語學習成效關係之研究。中原大學教育研究所碩士論文，桃園縣。
江坤龍（2002）。大學物理系學生的電腦技能對學習電腦化電子學實驗之學習成效研究。國立彰化師範大學物理學系在職進修專班碩士論文，彰化縣。
吳昇錠（2007）。不同動機模式對木球技能學習成效之研究-以雲林縣國民小學為例。國立嘉義大學體育與健康休閒研究所碩士論文，嘉義市。
李旻樺（2002）高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究。國立彰化師範大學，彰化縣。
李姿青（2007）。員工自我效能、學習策略與數位學習成效關係之研究。國立高雄應用科技大學人力資源發展系碩士班學術論文，高雄市。
李國禎（2001）。國中學生對教師有效教學行為的知覺與其學習策略、學業成就之相關研究。國立高雄師範大學教育學系學術論文，高雄市。
林文新（2013）。國中一年級學生數學自我效能量表之編製。國立臺南大學教育學系測驗統計碩士班，台南市。
施如樺（2006）。國小學童英語學習環境及其學習動機之相關研究。國立臺北教育大學教育政策與管理研究所碩士論文，台北市。
洪寶蓮（1993）。文藻學生學習狀況之調查研究。文藻學報7期 (1993/03/01)，P1–31。
陳薏文（2016）。高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究。國立彰化師範大學，彰化市。
陳嘉陽（2020）。教育概論第七版。
黃佳琳（2007）。學習者在網路教學環境中自我效能、學習策略與學習成就之研究。國立嘉義大學教育科技研究所碩士論文，未出版，嘉義縣。
黃淑娟（2003）。原住民國中生的學習動機、學習策略與學業成就關係之研究。國立彰化師範大學教育研究所學術論文，彰化縣。
楊　展（2010）。線上學習策略量表發展之研究。聖約翰科技大學，新北市。
趙珮晴、余民寧（2012）。自律學習策略與自我效能、學習興趣、 學業成就的相關研究。教育研究集刊，第五十八輯，第三期。
蕭玉禎（2006）。能力分組對台灣國中生之英語學習動機與成就之影響。國立高雄師範大學英語學系碩士論文，高雄市。
龔輝基（2006）。應用鷹架理論於國小自然與生活科技課程學習成效之研究。國立高雄師範大學工業科技教育學系碩士論文，高雄市。

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40.
Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M. Examining the Influence of Self-Efficacy and Self-Regulation in Online Learning
Brahier & Speer（2011）Motivation and disposition : pathways to learning mathematics
Comrey, A. L. (1973). A first course in factor analysis. New York: Academic Press.
Gagné, E. D. (1985). The cognitive psychology of school learning. Boston, MA: Little, Brown and Company.
Ghiselli, E. E.,Campbell, J. P.,Zedeck, S.(1981).Measurement theory for the behavioral sciences.San Francisco:Freeman.
Gorsuch, R. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Kline, R.B. (2005) Principles and practice of structural equation modeling. 2nd Edition, Guilford Press, New York.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137.
Mayer, R. E. (1987). Instructional variables that influence cognitive processes during reading. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes in reading (pp. 201–216). Lawrence Erlbaum Associates, Inc.
Mertler, C. C., & Charles, C. M. (2008). Introduction to Educational Research (7th ed.). Boston, MA: Pearson.
Pajares, F., & Miller, M. D. (1994). The Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem-Solving: A Path Analysis. Journal of Educational Psychology, 86, 193-203.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan.
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303).
Schunk, D. H., & Pajares, F. (2002). The Development of Academic Self-Efficacy. In A. Wigfield, & J. S. Eccles (Eds.), Development of Achievement Motivation (pp. 15-31).
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727–747). Academic Press.
Weinstein, C. E., & Underwood, V. L. (1985). Learning strategies: The how of learning.
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231).