Abstract
COVID-19 is a serious epidemic that has an unmistakable impact on all aspects of our lives, including the educational process. Most of the world has adopted Virtual Classes (VCs) to sustain teaching and learning. While prior research about such e-learning technologies has been focusing on the initial adoption, this research investigates the factors influencing the students' desire and intention to continue using VCs, especially after the crisis subsides. This study extends the literature by developing a model that integrates pre-and post-adoption constructs and incorporates technological characteristics, namely, task technology fit, convenience, and compatibility into the Expectation Confirmation Model (ECM) to study the post-adoption Continuance Intention (CI) of VCs. The model is empirically validated using the partial least squares-structural equation modelling method and proved to have a reasonable description power (R-2=62%) in terms of students' CI. The survey empirical data is also supported by interviews with some students. The results support all the hypothesized relationships and confirm that the integration of technical characteristics in the ECM provides an appropriate framework to explain students' intention to continue using VCs, which forms a good base for practitioners to consider a wide range of technological features for preparing applications. Yet, the model still requires to be extended with other stakeholders, including teachers, and other constructs like personal, psychological, social, and environmental factors. (C) 2021 The Authors. Published by IASE.