Students’ intention on post COVID19 continuance of e-learning


  • Shah Md Safiul Hoque
  • Jeremy Philip Brown
  • Shah Mohammed Mazeedul Hoque



E-learning, Post pandemic, education, online education.


Traditional teaching methods have changed as a result of COVID-19's prominence. For many teachers, the lack of traditional face-to-face training was effectively made up for by online learning. Under emergency management, online learning may support students and schools while also generating special opportunities. In reaction to the epidemic, educational institutions from many nations have introduced extensive online course options. Online education during a pandemic is distinct from regular online education. An investigation on emergency management-related educational reform can be done by surveying students in higher education institutions University students were polled to discover more about their intentions to keep learning online despite the outbreak. Using the task-technology fit model, expectation confirmation theory was broadened to examine if the technical support for promoting online learning assisted students in completing course learning assignments while pandemic was going on and led to a persistent intention to take use of E-learning in the nearby future. When creating eLearning platforms, governments must exercise caution because students' intentions to continue their e-learning may change as a result of unanticipated crises like COVID-19. Through the use of online surveys, data were gathered. The research hypotheses were validated with partial least squares method and structural equation modelling on a total of 513 valid replies. The findings showed that continuing intention was substantially explained by the entire research design. After the COVID-19 pandemic, specific recommendations are made regarding how higher education institutions may support online learning strategies.




How to Cite

Shah Md Safiul Hoque, Jeremy Philip Brown, & Shah Mohammed Mazeedul Hoque. (2022). Students’ intention on post COVID19 continuance of e-learning. Journal of Pharmaceutical Negative Results, 523–531.