The outbreak of the COVID-19 pandemic along with the gradually changing educational trends facilitate the transformation from traditional learning methods to digital learning methods. Besides, student satisfaction is vital in remote education course evaluations because it is associated with the quality of online programs. Recently, the EduNext platform has been created based on Vygotsky's social constructivism (1978),which intends to provide an educational technology for socially constructive learning. The authors tested the correlation between undergraduate students' satisfaction and perceived usefulness, perceived ease of use, and factors related to cognitive presence. The participants included 186 students participating in at least a course on EduNext at a private university in Viet Nam. The instrument employed in the quantitative phase was 22 items from Technology Acceptance Model (TAM) (Davis, 1989), cognitive presence items (Garrison et al., 2010; Shea & Bidjerano, 2008; Swan et al., 2008), and student satisfaction (Ejubovic & Puška, 2019). The qualitative phase used semi-structured interviews with 10 students individually to analyze and provide characteristics of the EduNext. The findings revealed that there is a correlation between student satisfaction and perceived usefulness, resolution, and triggering events. The study provides implications for students and curriculum developers. Specifically, students can express their opinions and curriculum developers can review the ideas and improve the platform better. [For the full proceedings, see ED654100.]