This study aims to identify the relationships between expectations and satisfaction of students towards learning. A total of 250 students, attended undergraduate program in the Institute of Teacher Education, a Bachelor degree program 2013-2014 in Education-Teaching specialization, involved as respondents in this study. The study was conducted using quantitative methods and questionnaires as the instrument. The main constructs such as expectations and satisfaction were analyzed using descriptive and inferential statistics which covers the frequency, percentage, mean, standard deviation, t-test, ANOVA and Pearson correlation, and eight elements were also discussed: course design quality, interaction quality between students, tutor and peers, self-directed learning, content, process, technology, social and continuance use intention. Results showed that students at Institute Teacher of Education in Sarawak, Malaysia have high level expectations of e-learning whereas satisfaction towards e-learning has an average level. For demographic elements, the study showed that gender does not significantly affect the students' expectations. However, the study found that the program has significantly affected the students' expectations of e-learning.

This quantitative study aims to identify the relationship and influence of two independent variables which are acceptance and experience with satisfaction of e-learning as the dependent variable among pre-service teachers in Malaysia. The Technology Acceptance Model and Gratification Model were used as the basis to develop the research framework. A total of 616 respondents were involved in this study which employed questionnaires as the instrument. The descriptive and inferential analysis were carried out using statistical technique such as Pearson correlation and multiple regression. The Pearson correlation analysis showed a significant positive correlation between acceptance (r=0.817, p<0.01) and experience (r=0.879, p<0.01) with satisfaction. Despite of both independent variables significantly influenced the dependent variable, regression analysis showed that experience had more influence (β=0.525, p<0.01) on satisfaction of e-learning compare to acceptance (β=0.200, p<0.01). A comprehensive understanding of this study can help the policy makers, administrators and lecturer to improve the level of acceptance and experience of the pre-service teachers in order to enhance the satisfaction of e-learning among them in this country.