<p>The current study aims to test how learners’ digital literacy and dialogue with instructors function in their engagement and satisfaction in synchronous-oriented online learning environments. For this aim, a multiple mediation model was tested based on the transactional distance theory. The tested model explains the large portion of the variance in learner satisfaction, underlining the critical roles of digital literacy and dialogue in synchronous-oriented online learning. Further findings showed that both the single and multiple mediations of learner-instructor interaction and engagement are significant in the digital literacy-satisfaction relationship. The main implication of the present study is that improved learner engagement and satisfaction are possible through adequate digital literacy and improved dialogue between learners and instructors even in learning contexts where learning materials are rigid, have low individualization, or cannot meet diverse learner needs. The findings were discussed based on the theory and relevant studies, and recommendations were offered for sustainability and resilience in higher education.</p>