This quantitative, descriptive study examines the perceived contribution of online courses taken in college as evaluated by 53 "average" students and 32 students with learning disabilities (LD students). The study points to a positive and significant connection between the students' self-learning ability, their involvement in the online course, the lecturer's activity in the online course, the quality of the online teaching environment and the extent of the students' satisfaction with the online course. The findings of the study point to a significant difference between the evaluations of LD students and those of the average ones in regard to the variables of the lecturer's activity and his contribution to the learning and the students' involvement in the online course. The study further shows that from among all the variables, the extent of the student's involvement in the online course contributed most to his/her satisfaction with the online course, and was found to be significantly higher among LD students than among average students. This is indicative of the importance of the human factor to the learning process and invites further research regarding the role of the lecturer in the online course as one who fosters the involvement of the learners in the learning process.