## 6 Discussion
These factors likely contributed to the prominence of self-directed learning as a key predictor of student satisfaction, emphasizing the need for educational policies that support students in developing autonomy and effective online learning habits within Saudi Arabia's cultural context. Online learning relies heavily on student-to-student interactions, which are critical; however, our study found that these interactions had little impact on student satisfaction. The traditional Saudi educational model, which favors teacher-led instruction over peer collaboration, may account for this, as students tend to prioritize interactions with their teachers over their peers. Additionally, the e-learning system may not have offered sufficient tools for meaningful peer interaction, making online exchanges less engaging than those in face-to-face settings. As students continue to adapt to virtual learning environments lacking the social dynamics of physical classrooms, their perception of peer interaction may have shifted. To improve student-student engagement, educators should develop collaboration tools, design peer-focused tasks, and provide guidance to foster meaningful interactions online. Addressing these elements could enhance cooperative learning and, in turn, improve student satisfaction. Out of the five hypotheses tested, only one was supported, which may be attributed to the relatively small sample size of 150 participants, potentially contributing to the wide confidence intervals observed. Although Partial Least Squares Structural Equation Modeling (PLS-SEM) is known for its resilience with smaller sample sizes and is commonly used in exploratory research, a larger sample could provide more precise estimates, narrower confidence intervals, and possibly reveal additional significant relationships. While we did not increase the sample size in this study, we acknowledge this limitation and recommend that future research includes a larger participant pool to improve statistical power and reliability. This would result in more robust findings and a more comprehensive evaluation of the hypothesized relationships. Self-directed learning emerged as the only significant factor influencing student satisfaction with online learning. This implies that when students take greater control over their learning process, managing their time and resources effectively, they are more likely to be satisfied with their leaning process. Building self-directed learning skills not only increases student satisfaction but also empowers them to become more independent learners. By taking control over their learning progression, students develop the ability to establish objectives, actively seek resources, and modify their study practices to align with their own needs. Our updated questionnaire design significantly enhanced the validity of the research by incorporating both positively and negatively phrased questions, reducing the potential for acquiescence bias. This approach ensures a more accurate representation of student satisfaction with the e-learning system. Future research would benefit from continuing to use this method to improve response reliability and eliminate any biases introduced by unbalanced question phrasing. This study is based primarily on data from King Saud University, one of the leading institutions in Saudi Arabia. While the results provide valuable insights into post-pandemic student satisfaction with online learning, the unique status and resources available at King Saud University may not fully reflect the broader educational landscape across the country. This limitation suggests that the results could be influenced by the specific advantages or challenges associated with this university's online learning systems, which may offer more advanced technological infrastructure and support services compared to other institutions in the region. Future research should aim to include a more diverse selection of universities, covering both large and smaller institutions across different regions of Saudi Arabia.