This study's purpose is to investigate the impact of e-learning user satisfaction on a sense of classroom community during the mass online education period in Romania (2020-2021). The study organized a 1200 student sample (Mean age=20.44; S.D.=1.87; 743 females; 454 males) which were educated through both synchronous and asynchronous methods. During the 1st-20th of May 2021, these students met the following instruments in the online medium: (1) The Classroom Community Scale (CCS) used to evaluate the classroom community aspects by using the connectedness and learning subscales, and (2) E-Learning Satisfaction Scale (ELSS) used to measure the user satisfaction through the system interface, learning community, content according to user needs, and platform personalization subscales. The concept model was developed by modeling a structural equation using the least square partial method (PLS-SEM). In this sense, the ADANCO 2.2.1 program has been used. The results show that the learning community and e-learning system content have the greatest positive impact on the sense of online classroom community (both on connectedness and on learning). The interface and personalization system have less impact on the online classroom community. Study conclusion: the way e-learning and communication possibilities are organized, the easiness of understanding and finding content impact the sense of being an online community.

satisfaction; online classroom community; structural equation modeling.