In the period of the post-COVID-19 pandemic, innovative lecturers have continued using hybrid learning strategies. This study investigated university students' satisfaction with hybrid learning in a country plagued by intermittent power outages and connectivity. Giray's (2021) e-learning satisfaction framework guided the study. One hundred and ninety-four (194) students responded to an online survey. Structural equation modelling analyses revealed that student autonomy and lecturer support positively correlated with hybrid learning satisfaction, while student interaction and collaboration did not. Second-order structural modelling indicated that lecturer support was the most important predictor of the overall hybrid learning experience in diminishing order, followed by hybrid learning satisfaction, student autonomy and student interaction and collaboration. Gender moderated student collaboration and interaction, student autonomy, and hybrid learning satisfaction returned means for males greater than those of females. The results could inform e-learning practitioners on designing effective hybrid learning environments in infrastructure constrained environments where there are unreliable connectivity issues and power outages, to enhance student satisfaction and success.