Objective　To explore the distinctions between different educational levels: stability of learning state

views on and demand for online courses

and further investigate the influencing factors. Methods A self-designed questionnaire with good reliability and validity was conducted

and all the students in a military medical university were selected by cluster sampling method

and the data were collected by issuing a network questionnaire. SPSS 26.0 was used for data processing. Results　Undergraduates were different from graduates and doctoral students in stability of learning state

the period of home study: doctoral students (2.41±1.30) h < graduates (2.10±1.17) h and undergraduates (2.15±0.99) h; the frequency of using online courses: undergraduates (4.18±1.10) times > graduates (3.29±1.16) times and doctoral students (3.29±0.98) times. In terms of views on online courses

necessity: undergraduates (4.14±1.01) > graduates (3.93±1.05) and doctoral students (3.78±1.03); familiarity: undergraduates (3.42 ± 0.91) > graduates (3.27±0.97); adaptability: undergraduates (3.79±0.91) > graduates (3.58±0.94) and doctoral students (3.63±0.97); likability: undergraduates (3.36±1.04) > undergraduates (3.25±0.96) and doctoral students (3.17 ± 1.01); teaching effect: undergraduates (2.80±1.04) > graduates (2.67±1.01) and doctoral students (2.61±1.03). In terms of demand for online courses

ideal number: undergraduates (2.52±1.27) > graduates (2.11±1.21) and doctoral students (2.01±1.25); class style: undergraduates (1.77±0.94) > graduates (2.00±0.92) and doctoral students (2.04±1.83). There were statistically significant differences between undergraduates and postgraduates in all dimensions (P<0.01 or P<0.05). Conclusion Undergraduates may be more susceptible to academic environment than graduates and doctoral students

showing that the learning stability of undergraduates is the relatively the worst. Undergraduates most recognize online courses

and different educational levels have different demands for online courses.