In this study, we devised a model to explain the continuous participation intention of college students in online classes related to online alternative lectures at universities conducted in the first semester of 2020. We also explored the structural relationship between the variables and their influence on the intention to continue participation. The current study was conducted for college students who completed the 1st semester class in 2020 through an online course established at a university in the metropolitan area. In accordance with the guidelines of the Ministry of Education due to COVID-19, University A converted all face-to-face classes to 100% non-face-to-face classes in the 1st semester of 2020. Through this study, we were first able to find out that the perceived education service quality has the greatest direct or indirect impact on the students’ continuing intention to participate in online classes. Second, we found that satisfaction has the second greatest influence on university students' continuous intention to participate in online classes. Third, we were able to find out that the lecture service influences the continuing intention of students to participate in online classes through the perceived education service quality and satisfaction. Fourth, we were able to find out that non-instructional aspects such as user interface and administrative services influence the continuing intention of students to participate in online classes through perceived education service quality and satisfaction.