Purpose: The COVID-19 pandemic compelled educational institutions to shift from classroom interactions to electronic learning (e-learning). This study uses eTAM with usability dimensions to examine the use of e-learning for core academic activities during the COVID-19 pandemic. Leveraging the switching value framework, it investigates students' preference for extending the use of e-learning to extracurricular activities post-pandemic. The study also integrates eTAM and the switching value framework to conceptualize students' e-learning usage behavior in a synchronous learning environment. Design/methodology/approach: Structural equation modeling was used to test the proposed research framework using a cross-sectional design. Data were collected through a survey conducted at two premier management institutes with broad national representation in India. Findings: The result revealed that emotional cost had a more significant impact on perceived switching value compared to learning, sunk and reduced performance costs. Also, perceived switching value had a stronger influence on e-learning than the eTAM factors. Interestingly, learning support negatively influenced perceived ease of use and usefulness. Originality/value: The study provides evidence that while eTAM largely explains e-learning usage during the pandemic, perceived switching value significantly influences its extended use post-pandemic. Our study challenges the belief that eTAM factors influence the continuous use of e-learning post-pandemic. The study insights can guide educational institutions, educators and policymakers in expanding the application of e-learning beyond the pandemic.