<![CDATA[This research explores self-regulated learning (SRL) and student satisfaction with lecturers in an online learning environment. This research aims to reveal how these factors influence and influence each other, thereby contributing to a broader understanding of the dynamics of education in the digital environment. This study analyzed responses from 160 students at one institution, using Spearman's rho and Kendall's tau_b to measure the correlation between SRL and lecturer satisfaction. The results indicated a weak but statistically significant positive correlation between SRL and student satisfaction, indicating a distinct but important relationship. Although SRL shows a positive impact on satisfaction levels, the strength of the effect is small. These findings highlight the complex nature of student-faculty interactions in online learning and the role of self-regulation in shaping these perceptions. This study concludes that although a basic understanding of the relationship between SRL and lecturer satisfaction in online learning exists, further research is needed. Future research should aim for more diverse methodologies and broader sampling to increase the generalizability and depth of findings. This research underscores the need for educational strategies that support the development of SRL, which can improve student satisfaction and the overall learning experience in online learning, especially in the tertiary setting.]]>
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