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This study applied path analysis modeling to examine the relationships between e-learning systems and students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included are e-learning system quality, information quality, computer self-efficacy, self-regulated learning behavior as potential determinants of online learning outcome. A total of 674 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to fit the path analysis model. The results indicated that system quality, information quality, and self-managed earning behavior significantly affect students' satisfaction and two hypothesized variables (system use and computer self-efficacy) failed to show any effects on students satisfaction.