Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity involved, as social and individual factors and behavioural impacts of using the new components have to be considered. Few studies have been reported in the literature identifying behavioural factors of learners' online learning experience when they interact with the content. Factors that affect learners' online learning experience, especially the affect factors, are less understood. This study therefore proposed and tested a model that explains the relationships among the affect factors and outcome behaviours of participants' online learning experience, taking into account individual difference, and employing a comparison based on a difference in content presentation. The data were collected from a professional training course offered by a university in the United States. The results support the assumption that time spent in study affects learning outcome and other outcome related behaviours. Also, positive relations between perceived quality of content design and outcome behaviour were found, indicating the effects of sense of presence and feeling of enjoyment on performance of creative tasks. The study intends to foster a deeper understanding of motivation and behaviours of online learning under innovative content design.