<p>This study describes the lack of self-efficacy, learning motivation and self-regulated learning of university students in an offline-to-online course during the COVID-19 pandemic. The results show that self-efficacy is an important mediator between incentive strategy, course design and students’ learning behaviors. A positive incentive strategy has a positive relationship to self-efficacy; a negative incentive strategy has no significant relationship with self-efficacy. Herzberg’s hygiene factors (also known as maintenance factors) have a negative relationship with self-efficacy. The hygiene factor makes students feel less threatened and reduces their willingness to learn and practice self-regulated behaviors. This study also finds that the depth and interest of course design cannot enhance students’ self-efficacy, but the breadth of course design can. Finally, self-efficacy has a positive effect on students’ learning motivation and self-regulated learning, but it cannot improve students’ final grades. These findings lead to many academic and practical suggestions for a new model of learning.</p>