This teacher action research study focuses on causes for a decrease in course satisfaction by students enrolled in a large-scale, compressed timeline online course compared to satisfaction in previous courses. To determine modifications to the large-scale, compressed timeline online course, I analyzed course evaluations and the structures of this course and small-scale online courses. Based on evidence and self-determination theory, I increased the frequency and supportive nature of student-faculty communication and slightly reduced the number of assignments in order to strengthen feelings of relatedness, autonomy, and competence. Evaluation scores and comments from the second large-scale, compressed timeline online course indicated that satisfaction is influenced by these changes.