Abstract
This study examined the determinants of perceived learning and satisfaction in online courses and the moderating effect of course type. For perceived learning outcomes, those students who perceive a higher level of interaction and those students who are satisfied will report higher levels of learning outcomes. There were significant differences though by course type, with perceived learning outcomes being affected significantly more in qualitative consumer behavior courses by instructor factors and student self-motivation. Student learning style affected student satisfaction significantly more for quantitative business courses, while instructor factors and interaction influenced satisfaction significantly more for qualitative marketing courses.