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In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the perspective of sustainable development goals, these online courses should be continued. However, as the epidemic gradually eases, it is questionable whether or not students will still willingly participate in these courses. The method of teaching is a critical issue for schools to decide. Compared with other related educational research, the research on the vocational education system is still limited. To expand the understanding of this topic, this study adopted snowball sampling and invited students from Chinese vocational colleges to fill in a questionnaire to help understand the perceptions that affect students’ expectations, attitudes, perceived effects, and satisfaction and the persistence of online learning. A total of 819 valid questionnaires were retrieved, with an effective questionnaire response rate of 81.9%. Meanwhile, under the framework of Expectation Confirmation Theory (ECT) and the Technology Acceptance Model (TAM), this study extended the theoretical model and proposed a sustainable model. The results of this study showed the following: 1. Expectancy belief and online learning attitudes had a positive impact on perceived ease of use and usefulness; 2. Perceived ease of use had a negative impact on practical class satisfaction but a positive impact on theoretical class satisfaction and perceived usefulness; 3. Perceived usefulness had a negative impact on practical course satisfaction but a positive impact on theoretical course satisfaction; and 4. Both types of course satisfaction had a positive impact on continuous use intentions for learning.
Ye et al. (Wed,) studied this question.