Abstract—Students’ online learning satisfaction is an important variable used to measure attainment of learning outcomes in blended learning courses. Previous studies found that learners who portray a high level of SRL contributed positively to online learning satisfaction. To date, research has also shown that students display different level of online learning satisfaction under different academic disciplines. Therefore, this quantitative research aims to investigate if students’ SRL abilities significantly influence their online learning satisfaction in blended learning courses and if differences exist in online learning satisfaction across multiple academic disciplines. A set of online self-reported questionnaire was posted through the official LMS of the university to collect data from 497 undergraduate students in a private university in Malaysia. The results from the multiple regression analysis revealed that SRL explained 40.2% of the variability in online learning satisfaction (OLS). In addition, the results from one-way ANOVA with Tukey Post Hoc analysis revealed that OLS level was significantly different statistically between students in Health & Medical science discipline and Innovation & Technology discipline. The outcomes of this research provide insights as to where future efforts need to be directed, especially in the areas related to the development of students’ self-regulated learning (SRL) abilities.