In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education. [For the full proceedings, see ED630893.]