An important goal of e-learning systems is to deliver instructions that can produce equal or better outcomes than face-to-face learning systems. To achieve the goal, an increasing number of empirical studies have been conducted over the past decades to address the issue of what antecedent variables affect students' satisfaction and learning outcomes and to examine potential predictors of e-learning outcomes [1,2]. A primary theme of e-learning systems research has been empirical studies of the effects of information technology, instructional strategies, and psychological processes of students and instructors on the student satisfaction and e-learning outcomes in university online education.