因應全球疫情的發展，線上教學（online learning）成為維持社會學習量能的最重要方法。然而面對線上教學，仍有許多值得探究的元素。而在過去針對線上教學與學習動機（learning motivation）之研究不在少數，然本研究旨在探討科技校院（technology university）學生使用線上教學進行實作導向課程（practice-oriented course）時，影響其學習動機之因素。透過設計教學活動並透過文獻探討改編設計之「線上教學之學習動機調查問卷」進行學習動機調查，共計34份研究對象之資料回收，為高雄市某科技大學設計相關科系之學生。最終所得結論歸納於下：
一、線上教學在臺灣已進入逐漸成熟的階段。從相關政策到如今推動各級學校將線上教學融合於教學中，而本研究也藉由實施教學活動的方式發現科技校院中的線上教學也因為疫情影響有更多利用，且透過問卷回應資料，得出學生學習動機為3.566分，屬中上數值，可見線上教學可能成為未來教學的常態模式。
二、本研究認為影響科技校院使用線上教學的因素不在少數，根據文獻探討及實地教學活動整理出以下幾點：（1）學習者個人動機、（2）課程設計、（3）教材使用、（4）學習成效考量、（5）教學互動性、（6）線上教學使用熟悉程度、（7）裝置使用技術以及（8）教師等。
三、本研究整理影響線上教學學習動機的因素有：（1）內在價值、（2）外在價值、（3）任務價值、（4）期望成功、（5）自我效能、（6）認知導向、（7）情感導向。由上述因素學習者更能評估課程對於自身之價值，以及自身對己的期待能夠在當中學習到多少，最後考量對於課程的興趣程度，方能綜合評估學習者使用線上教學之學習動機。

In response to the global epidemic, online learning has become the most important way to maintain the learning capacity of the community. However, there are still many elements to be explored in the face of online learning. While there are many studies on online learning and learning motivation in the past, this study aims to investigate the factors that affect the learning motivation of technology universities students when they use online learning to conduct practiced-orientated courses. A total of 34 data were collected from students of a design-related department at one of the university of technology of Kaohsiung, through the design of teaching activities and the adaptation of the "Online Learning Motivation Survey". The final conclusions are summarized as follows.
1. Online learning has entered a stage of gradual maturity in Taiwan. From relevant policies to the promotion of schools at all levels to integrate online learning into teaching, this study also found that online learning in technology university is also more utilized due to the impact of the epidemic by implementing teaching activities, and responded to the data through questionnaires, it is concluded that the students' learning motivation is 3.566 points, which is a middle-to-upper value. It can be seen that online learning may become the normal mode of future teaching.
2. This study believes that there are many factors that affect the use of online learning in science and technology schools. Based on literature research and field teaching activities, the following points are sorted out: (1) learner’s personal motivation, (2) curriculum design, (3) use of teaching materials, (4) Consideration of learning effectiveness, (5) Teaching interactivity, (6) Familiarity with the use of online learning, (7) Device use technology, and (8) Teachers.
3. In this study, the factors that affect learning motivation in online learning are: (1) intrinsic value, (2) extrinsic value, (3) task value, (4) expected success, (5) self-efficacy, (6) cognitive orientation, (7) Emotional orientation. Based on the above factors, learners can better evaluate the value of the course for themselves, and how much they can expect to learn from it, and finally consider the level of interest in the course, in order to comprehensively evaluate the learner's motivation to use online learning.

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