Many educational institutions have adopted e-learning under COVID-19 pandemic to maintain school teaching activities. Most teachers were encouraged to use online instruction in early February 2020. Thus, whether online learning changes students’ learning habits and replaces traditional physical teaching methods, online learning has become a keen topic. Based on the push–pull–mooring model, we proposed a comprehensive research model and explored the impact of online learning during COVID-19 pandemic on students’ attitude and behavioral intention. We found that push effects (perceived security risk, learning convenience, and service quality), pull effects (usefulness, ease of use, teacher’s teaching attitude, task-technology fit), and mooring effects (switching cost, habit) had significantly influence the switching intentions of users from physical course to online learning platforms. The findings of this study will bring more insights into e-learning during an epidemic crisis.

许多教育机构已经根据COVID-19大流行采用了在线学习，以维持学校的教学活动。鼓励大多数教师在2020年2月上旬使用在线教学。因此，无论在线学习是否改变了学生的学习习惯并取代了传统的体育教学方法，在线学习已成为一个热门话题。基于推拉式系泊模型，我们提出了一个全面的研究模型，并探讨了COVID-19大流行期间在线学习对学生的态度和行为意图的影响。我们发现推力效应（感知到的安全风险，学习便利性和服务质量），拉力效应（有用性，易用性，教师的教学态度，任务技术适合性）和系泊效应（转换成本，习惯）对用户从体育课程向在线学习平台的转换意图产生了重大影响。这项研究的结果将为流行病危机期间的在线学习带来更多见识。