The purpose of this study was to investigate the structural relationship between factors affecting the intention to continue using distance learning system by university students in the post-pandemic remote learning situation. For this purpose, endogenous variables(perceived usefulness, learning satisfaction) and exogenous variables(system quality, information quality, teaching presence) were selected as variables affecting the intention to continue using remote learning. For this study, an online survey was conducted for 447 college students who had taken remote classes in 2021 in Korea. As a result of analysis using structural equation model technique, it was confirmed that teaching presence had an effect on learning satisfaction through perceived usefulness, and that perceived usefulness affected continuous use intention through learning satisfaction as a medium. In addition, through indirect effect analysis, it was confirmed that the indirect effect of perceived usefulness on continued use intention through learning satisfaction was larger than the direct effect. Through these results, the characteristics of distance education mentioned in previous studies can be applied to emergency remote classes(ERT), and the importance of teaching presence is confirmed once again. In particular, it was confirmed that the awareness of usefulness was important for the intention to continue using distance education.