The integration of online learning methods in blended learning environments has reached widespread acceptance and use. In this paper, we develop and test a model of the determinants of student satisfaction with a blended learning method, namely, online video presentations. In our model, we focus on both the social and utilitarian benefits that can be attained, and describe their role in enhancing student satisfaction with the online method. The results from a survey of 386 students confirm that the ability of an online learning method to affect social dynamics, such as reducing social comparison bias and enhance group participation, increases satisfaction. Furthermore, and consistent with prior research, the results revealed that properly employed online methods can enhance utilitarian benefits, such as increasing product originality and demonstrability, which subsequently increase satisfaction with the method.