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This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.

Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction