Following the outbreak of COVID-19, the adoption of online teaching and learning in universities has witnessed phenomenal growth. Importantly, online learning engagement and satisfaction have consequences on student learning outcomes and behavioural intentions. However, a model that integrates social support, computer/internet self-efficacy and students' behavioral and cognitive outcomes in a virtual learning context has received limited scholarly attention. Consequently, this article examined the effect of social support and computer self-efficacy beliefs on students' online learning engagement and satisfaction. Data were solicited from a convenient sample of 260 hospitality students at a Ghanaian technical university. The research model was verified with partial least square structural equation modeling. Findings indicate that family support had a strong positive effect on students' computer/internet self-efficacy and their online communication self-efficacy. Friend support also had a positive effect on students' computer/internet self-efficacy but not on their online communication self-efficacy. Additionally, student-teacher interaction is positively related to students' online learning engagement and satisfaction. This finding emphasises the importance of quality interaction between students and their teachers in the latter's online learning engagement. The implications of these results are that management of universities needs to enhance the online interactive competencies and skills of lecturers. In addition, managers of universities need to enhance the online teaching and learning pedagogy of faculty.