Purpose: This study seeks to analyze the influence of service, information, and system quality on e-learning quality, and subsequently assess the effect of e-learning quality on learner satisfaction in Punjab, India.

Design/Methodology/Approach: The data was gathered from a sample of 506 e-learners using purposive and snowball sampling who utilized at least one e-learning platform for a minimum duration of six months, covering test preparation, higher education, online certification, private coaching, re-skilling, correspondence courses, and language courses. A ‘structural equation modeling (SEM)’ method was used to determine the relationships among variables.

Findings: The research findings demonstrate that service quality, information quality, and system quality have an influence on e-learning quality which in turn impact learner satisfaction. The service quality, information quality, and systems quality exhibit a smaller but significant effect on the overall quality of e-learning. Similarly, e-learning quality has a medium but significant effect on satisfaction.

Research limitations/Implications: The study does not include the behavioural intention and other related variables to better understand how users behave after adopting e-learning and how they stay engaged.

Practical Implications: The results offer significant practical insights for educational organisation, universities, online content providers, and policymakers engaged in the expansion and application of e-learning initiatives.

Originality/Value: This paper highlights the determinants of e-learning quality with satisfaction combined in one model. The study further highlights the transformation in the education sector, where the decline of traditional classroom learning accelerated dependence on e-learning platforms, thereby increasing the importance of high-quality digital learning systems. Additionally, the study offers a comprehensive framework using PLS-SEM to understand learner satisfaction in modern online learning environments