The aim of this study was to explore how students perceive their learning outcomes and satisfaction during an online peer feedback activity in the context of argumentative essays. In this study, 135 undergraduate Argumentative Essay Writing course on the Brightspace platform. In this module, students wrote an argumentative essay for the first session, and they provided peer feedback based on the guidelines for the second session. In the third session, students revised their essays based on the received feedback. In the end, students were asked to fill out a survey about their perceived learning outcomes and satisfaction. The results showed that students perceived domain-specific or general learning outcomes and learning satisfaction were high. These insights could guide educators and institutions in developing more effective online learning strategies, ultimately fostering improved student learning outcomes and satisfaction in the digital age. [For the full proceedings, see ED652261.]