## 1 Introduction
Moreover, the quality of peer interactions offered by the e-learning system is a crucial factor that affects students' satisfaction. [PERSON] and [PERSON] [16] stated that students' satisfaction can be improved by facilitating peer interactions and providing sufficient opportunities for active communication among students. Self-directed learning involves students taking charge of their own learning process, while instructors act as facilitators rather than simply transmitting information [13]. Students have the ability to exert control over their study time, resources, goals, and learning approach, thereby enhancing their autonomy and sense of responsibility [17]. This implies that learners should have the ability to customize their learning experience according to their preferences, resulting in an improvement in students' satisfaction with the online learning outcomes [13]. Although self-directed learning abilities have an impact on student satisfaction with online learning, there is a lack of research that specifically examines the relationship between self-directed learning and student satisfaction in the context of Saudi Arabia. Moreover, many prior studies examining students' satisfaction with distance learning in Saudi Arabia have focused on the pre-pandemic and pandemic periods. Little research was conducted following the COVID-19 pandemic, as widely recognized universities in Saudi Arabia may be more inclined to provide online learning. Through the examination of the student's satisfaction with online learning experiences, higher education institutions may develop strategies that ensure that the quality of these courses aligns with the university's desired outcomes. Hence, the aim of this study is to evaluate students' satisfaction with the quality of online learning, focusing on the e-learning system and self-directed learning at King Saud University in Saudi Arabia post-pandemic. The study will address the following questions:* What are the primary factors that have exerted the greatest influence on students' levels of satisfaction with online learning post-pandemic, particularly regarding e-learning systems? * Has the practice of self-directed learning played a role in enhancing students' satisfaction with online learning? * To what degree are undergraduate students satisfied with the quality and experience of online learning in the post-pandemic period? Investigating these questions assists in exploring the current state of online learning in the post-pandemic period. By identifying factors affecting students' satisfaction with online learning systems, such as the quality of service, systems, information, and student-student interaction, the study will highlight the elements that need improvement. Hence, this study aims to offer valuable contributions regarding areas that require enhancement and adjustment in terms of e-learning systems. Furthermore, given that online learning requires students to have self-directed learning skills, such as time management and independent homework completion, examining the influence of self-directed learning on students' satisfaction with online learning offers crucial insight into the significance of enhancing these skills. Furthermore, as student satisfaction serves as an indicator of online learning quality, the research will help universities implement measures aimed at enhancing the overall quality of online learning, thereby assisting universities in aligning learning outcomes of online learning with their strategic goals. The paper's structure is outlined as follows: Section 2 offers an overview of online learning in Saudi Arabia and student satisfaction. Section 3 details the proposed model and the hypotheses. Section 4 covers the research methodology. Section 5 presents the findings of the study and analysis, while Section 6 explores the discussion. Section 7 addresses the theoretical and practical implications. Section 8 discusses limitations and future research. Finally, Section 9 presents the conclusion.