Educational institutions worldwide had to shift the teaching delivery mode from face to face to online teaching during COVID-19. Most of the universities in Vietnam were based on face to face learning until the sudden outbreak of COVID-19. This research study was conducted with 145 respondents and Structural Equation Model (SEM) was used for data analysis. The participants were undergraduate and post-graduate students in public and private universities who studied online during the pandemic in Vietnam. The purpose of this study was to understand what factors have an impact on students’ intentions to study online. The results show that institutional support and perceived enjoyment (satisfaction) affects the students’ intentions to study the course online in the future. Perceived enjoyment (PE) affects the online learning intentions (OLI) and PE is affected by ICT infrastructure and internet speed and access. Hence, this research adds new research variable defined as extrinsic factors (ICT infrastructure and access to the internet), which indirectly influences students’ intentions to learn online. Given the increased use of smart phones with this generation, it is advisable to integrate mobile technology in online learning and QR codes can be one of the ways to integrate that in the course materials. It is further recommended that to increase the perceived enjoyment of the students with the online learning, the lecturers might be encouraged to use videos, audios and instant messaging to contact and provide the feedback to the students. It is important for universities to prepare for any such future crisis. This study results will provide a useful insight to design the online courses effectively by considering all the factors impacting students’ intention and satisfaction.

在 COVID-19 期间，全球的教育机构不得不将教学模式从面对面转变为在线教学。越南的大多数大学都是基于面对面学习的，直到 COVID-19 突然爆发。这项研究由 145 名受访者进行，并使用结构方程模型 (SEM) 进行数据分析。参与者是在越南大流行期间在线学习的公立和私立大学的本科生和研究生。本研究的目的是了解哪些因素会影响学生在线学习的意愿。结果表明，制度支持和感知享受（满意度）会影响学生未来在线学习课程的意愿。感知享受 (PE) 影响在线学习意图 (OLI)，而 PE 受 ICT 基础设施和互联网速度和访问的影响。因此，本研究增加了新的研究变量，定义为外在因素（ICT 基础设施和互联网接入），间接影响学生在线学习的意图。鉴于这一代人越来越多地使用智能手机，建议将移动技术整合到在线学习中，二维码可以作为将其整合到课程材料中的一种方式。进一步建议，为了增加学生对在线学习的感知享受，可以鼓励讲师使用视频、音频和即时消息与学生联系并向学生提供反馈。对于大学来说，为未来的任何此类危机做好准备是很重要的。