2019年底新冠肺炎（COVID-19）開始在全球散播，各處均傳出疫情，2021年在疫情嚴重時期，各大學紛紛以線上教學取代傳統實體上課，現在已經進入後疫情時代，許多大學教師仍時常使用線上教學，因此對於影響線上教學學習品質之因素的探究實具有價值。本研究意欲建構一個在線上教學脈絡下的學習品質模式，此模式探討知覺易用性、知覺系統品質及社會臨場感等因素對學習品質之影響，並以性別作為模式的干擾變數。研究者以臺灣中部國立暨南國際大學的322位學生為研究對象，以偏最小平方法與階層迴歸分析進行資料分析。研究結果顯示，知覺易用性、知覺系統品質及社會臨場感均正向影響學習品質，性別則顯著地干擾知覺系統品質與社會臨場感對學習品質之關係。本研究並根據研究結果提出實務建議與未來研究建議。

The new coronavirus (COVID-19) began to spread around the world at the end of 2019. The epidemic spread everywhere. In 2021, during the severe period of the epidemic, universities started to replace traditional physical classes with online teaching. Even though we have entered the post-epidemic era, many university teachers still use online teaching from time to time. Therefore, it is worthwhile to study the factors that affect the learning quality of online teaching. This study aimed to build a learning quality model in the context of online teaching to explore the influence of perceived ease of use, perceived system quality, and social presence on learning quality, using gender as the moderating variable of the model. Data were collected from 322 students at National Chi Nan University in central Taiwan. The partial least squares approach and hierarchical regression analysis were used to analyze data. The results show that perceived ease of use, perceived system quality, and social presence can positively affect learning quality. Gender significantly moderates the effects of perceived system quality and social presence on learning quality. Finally, based on the findings, practical suggestions are offered and future research is discussed.