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Purpose -The purpose of this paper is to integrate previous research findings on the factors which affect e-learning effectiveness. To do this, a model is developed which proposes that the effects of individual learner characteristics and technology characteristics on e-learning outcomes are partially mediated by the metacognitive learning processes in which the learner engages. Design/methodology/approach -A survey of 914 individuals in an online introductory information systems course examines the relations between general computer self-efficacy (GCSE), locus of control, age, peer interaction, technology reliability, social presence, media synchronicity, and metacognitive activity and the e-learning outcomes of course, performance, course utility, and course satisfaction. Findings -The results indicate that GCSE, age, social presence, reliability, media synchronicity, and metacognitive activity are related to course satisfaction and utility judgments. In addition, age, metacognitive activity, and reliability are related to course performance and interaction is related to satisfaction. Finally, metacognitive activity partially mediates the relationship between social presence, media synchronicity and satisfaction, and utility judgments. Originality/value -This paper represents one of the first to investigate a model of e-learning effectiveness which integrates research on metacognitive activity as well as the role of technology and trainee characteristics.