This study investigates the factors influencing online learning satisfaction among university students in Liaoning Province using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, including performance expectancy, effort expectancy, social influence and facilitating conditions. A quantitative approach was adopted, and a survey was conducted among 105 undergraduate students from three normal universities in Liaoning Province. The results show that performance expectancy, effort expectancy and facilitating conditions have a significant impact on online learning satisfaction, with performance expectancy being the most influential factor. In contrast, social influence did not have a significant effect, suggesting that external perceptions may not play a key role in immediate satisfaction. This study highlights the importance of a user-friendly platform, adequate technical support and course relevance in improving the learning experience. These findings provide actionable insights for educators and policymakers to improve digital learning environments and address satisfaction differences across regions.