The purpose of this study is to explore the relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction in non-face-to-face classes. This study established task strategy, self-evaluation, learning environment structuring, and time management as sub-variables of online self-regulated learning. Also, the structural relationship between perceived relatedness, online self-regulated learning, perceived learning gains, and satisfaction was identified. To explore the relationship between the above variables, in this study, a research model was established based on a previous study that structurally explores the relationship between sub-variables of online self-regulated learning and other variables in a non-face-to-face class environment. This study conducted a convenient sampling among college students who participated in non-face-to-face classes due to the Coronavirus pandemic, a total of 216 students were selected for the study. Through this study, first, it was identified that students’ perceived learning gains have the greatest effect on satisfaction. Second, it was identified that perceived relatedness exerts a direct influence on perceived learning gains and sub-variables of online self-regulated learning such as task strategy, self-evaluation, and learning environment structuring. Third, the impact of task strategy, a sub-variable of online self-regulated learning, on satisfaction, directly or indirectly, could be identified. In addition, it was possible to determine the direct influence of self-evaluation, another sub-variable of online self-regulated learning, on satisfaction. Based on this study, implications were presented for stakeholders related to non-face-to-face classes, such as professors, university officials, and system developers.