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The study explores five drivers of African students' satisfaction with online education: learner-instructor interaction, learner-learner, learner-content interaction, internet self-efficacy, and self-regulated learning. A quantitative method was employed to collect online data from African medical students in America, Europe, and Asia. Data were analyzed using SPSS and AMOS version 21. Hierarchical and linear regressions were used to explore the relationship between variables. The results show that all the variables drive students' satisfaction with online education except learner-learner interaction. Again all the variables drive self-regulated learning. Internet self-efficacy drives learner-content interaction and learner-instructor interaction. Finally, internet self-efficacy mediates the relationships between students' satisfaction and other predictors. Researchers recommended that policymakers improve learner-learner interaction as it is not contributing enough to students' satisfaction with online education. Internet self-efficacy has been found to play a vital role in students' satisfaction; hence governments of countries must improve internet connectivity in their countries while schools also educate students to improve their internet self-efficacy.
Ahoto et al. (Sat,) studied this question.