The purpose of this research is to summarize the studies examining college student satisfaction with online learning, with a focus on the studies investigating the elements of the online courses designed by the instructors who moved face-to-face courses to online during the COVID-19 pandemic. Research that describes the elements of online course design is included. Previous reviews pointed out that due to individual differences, students differed in their online learning outcomes This review discusses how asynchronous and synchronous components of online learning contribute to student online learning satisfaction despite student individual differences, and suggests that instructors can proactively help student online learning by modifying elements in online courses.