The outbreak of the coronavirus disease 2019 (COVID-19) in various countries at the end of last year has transferred traditional face-to-face teaching to online education platforms, which directly affects the quality of education. Also, students' satisfaction is extremely important in the effective implementation of online learning. Thus, the main goal of this research was to investigate the possible relationship between online learning, social presence and satisfaction with online courses among university students. The Distance Education Learning Environments Survey (DELES), the Social Presence Scale (SPRES) and the Satisfaction Scale were administered to a sample of 280 university students. The results indicated that there was a significant positive relationship between online learning, social presence and satisfaction with online courses. Also, we found a significant positive relationship between social presence, satisfaction, instructor support, student autonomy, interaction and collaboration and authentic learning, but negative correlation between social presence, satisfaction, personal relevance and active learning. The study concluded that designing types of assignments that involve collaboration among students, and instituting authentic learning experiences that align with students' interest, will improve students' social presence, online learning and students' satisfaction in online courses. [For the complete Volume 19 proceedings, see ED613922.]