This study examined the effects of self-regulated learning strategies and system satisfaction on learner performance in e-learning. The study was conducted at Daegu University in South Korea with undergraduate students participating. Students were assigned to either an experimental group that received training in self-regulated learning strategies or a control group. Both groups then completed an online course. Data was collected on students' use of strategies, system satisfaction, and learning performance. The findings showed that training in self-regulated learning strategies positively impacted strategy use and learning performance, while greater system satisfaction was also linked to better performance. The discussion addressed how self-regulated learning strategies and positive perceptions of an e-learning system can support students' online learning.

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