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This study evaluated whether the impact of interactivity, self-regulation and internet self-efficacy on learning satisfaction differ due to gender effect in a blended learning environment. Multigroup analysis was used to assess the gender differences for the predictors of learning satisfaction, which are learner–content interaction, learner–instructor interaction, learner–learner interaction, self-regulated learning and internet self-efficacy. A self-administered questionnaire was used to collect data from undergraduate students and 742 valid responses were obtained. The results show that learner–instructor interaction, learner–learner interaction, self-regulated learning and internet self-efficacy were predictors for learning satisfaction for the whole sample. Gender effect were present for the relationship between internet self-efficacy and learning satisfaction but not for the relationships among learner–content interaction, learner–instructor interaction, learner–learner interaction, self-regulation and learning satisfaction. Awareness regarding the importance of learner-content interaction needs to be prioritized to create a comparative advantage in the learning.