Purpose: This study aims to investigate how the disruptive change from a face-to-face to an online teaching/learning modality due to COVID-19 has been perceived by students and lecturers of entrepreneurship courses in universities in six Latin American countries by evaluating the conditions that affect their satisfaction. Design/methodology/approach: Two online surveys were distributed to lecturers and students of entrepreneurship courses. A total of 559 responses were received from students and 270 lecturers from six Latin American countries. The information was analysed through principal component analysis (PCA), correlations and the Mann-Whitney-Wilcoxon test. Findings: This research provides new information about the factors that are relevant to student and lecturer satisfaction when moving from mandatory face-to-face to online classes. The results show that overall satisfaction is lower among students than among teachers. Besides, that student communication with the lecturer and technology-supported access to lectures are two important aspects that affect student satisfaction. Regarding lecturers' satisfaction, the participation and attitude of their students in online classes are important conditions that affect their intention to teach online courses in the future. Practical implications: This study has allowed us to reflect on online education and teaching methodologies in Latin-American universities after the COVID-19 pandemic, as well as to recognise opportunities for improvement to increase student and lecturer satisfaction in this new reality. Originality/value: This study provides new evidence by comparing the satisfaction between lecturers and students in entrepreneurship courses and factors that affect their satisfaction in several Latin American countries, after change to an online modality due to COVID-19.