## 6 Discussion  
The objective of this study was to evaluate the satisfaction of undergraduate students at King Saud University with online learning following the COVID-19 pandemic. Post-COVID-19, numerous universities in Saudi Arabia have continued to deliver essential courses to undergraduate students through online platforms. Evaluating student satisfaction with these courses is crucial for decision-makers to evaluate the effectiveness of these courses and make informed decisions regarding future educational strategies and resource allocations. This study incorporated two primary factors to evaluate student satisfaction with online learning. The first set of factors were related to the e-learning system, including information quality, service quality, student-student interaction, and system quality. The second factor involved self-directed learning, as online learning requires students to manage their learning process, including time allocation, resource utilization, and selecting their preferred learning approach. The analysis of this study revealed that self-directed learning was the only factor with a statistically significant positive impact on student satisfaction. The remaining factors that were related to the e-learning system, including information quality, service quality, student-student interaction, and system quality, did not demonstrate significant relationships with student satisfaction in this analysis. The \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Study** & **Country** & **Sample Size** & \begin{tabular}{c} **System** \\ **Quality** \\ \end{tabular} & \begin{tabular}{c} **Service** \\ **Quality** \\ \end{tabular} & \begin{tabular}{c} **Information** \\ **Quality** \\ \end{tabular} & \
\begin{tabular}{c} **Student-Student** \\ **Interaction** \\ \end{tabular} &
\begin{tabular}{c} **Self-Directed** \\ **Learning** \\ \end{tabular} \\ \hline Current Study & Saudi Arabia & 150 & Not Significant & Not Significant & Not Significant & Not Significant & Significant \\ \hline [PERSON] et al. (2018) [14] & Brazil & 301 & Significant & Not Significant & Significant & Significant & Not Studied \\ \hline [PERSON] et al. (2022) [12] & Zimbabwe & 321 & Significant & Significant & Significant & Not Studied & Not Studied \\ \hline [PERSON] et al. (2022) [13] & Jordan & 590 & Significant & Significant & Significant & Not Studied & Not Significant \\ \hline [PERSON]- & \multirow{2}{*}{[PERSON] (2021) [33]} & \multirow{2}{*}{Peux} & \multirow{2}{*}{1430} & \multirow{2}{*}{Significant} & \multirow{2}{*}{Significant} & \multirow{2}{*}{Not Studied} & \multirow{2}{*}{Not Studied} \\ [PERSON] et al. (2021) [33] & & & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Comparison of factors influencing student satisfaction across studies. study's findings regarding the e-learning system contradicted those of several previous studies, including [12; 13; 14; 33], which reported significant influences of certain e-learning system factors on student satisfaction with online learning. [PERSON] et al. [12] demonstrated that the quality of the system, information, and service of online learning systems had a positive influence on student satisfaction with online learning. Additionally, [PERSON] et al. [33] found that service quality and system quality positively affected student satisfaction with online learning. Furthermore, [PERSON] et al. [14] found that information quality, peer interaction, and system quality significantly affected student satisfaction with online learning. Moreover, [PERSON] et al. [13] revealed that information quality, system quality, and service quality positively influenced student satisfaction with online learning. The results obtained by [PERSON] et al. [13] also contradicted the findings of this research regarding the self-directed learning factor. While this study suggests that self-directed learning significantly impacts student satisfaction with online learning, the results obtained by [PERSON] et al.