Analyzing students’ e-learning usage and post-usage outcomes in higher education

•Using the TPB (theory of planned behavior) and extended TAM (technology acceptance model), this study tries to address the following question: what shapes a student's intention and actual response to online classes, and how does it affect satisfaction and academic performance? Using a cross-sectional survey design, we collected data from 214 undergraduate students from multiple sources over multiple periods. Data were analyzed using structural equation modeling via the SMART PLS version 4. The results showed that students’ response to online classes is influenced by their intentions and other external antecedents, which in turn determine satisfaction. However, no statistical evidence was found for the relationship between student satisfaction and student performance.•This study makes multiple contributions to the literature. First, it provides new insight by bridging the gap between intention, actual usage, and post-usage outcomes in the context of online classes. Second, it employs an extended TPB and TAM framework to enhance theoretical comprehension. Third, it tackles the bias of cross-sectional surveys by employing multi-source and multi-period data to demonstrate methodological rigor. Finally, this study has some practical implications. Post-use outcomes, including user satisfaction and academic performance, will help regulators evaluate the problems of self-paced learning and the viability of online education platforms. In addition, the findings will help regulators design and develop more effective online learning platforms and course modules to improve student satisfaction and performance.