Objectives. The aimed objectives of this study are 1) to determine which factors of epistemic beliefs are significant in an online course, 2) to determine if positive or negative epistemic emotions are significant in an online course, and 3) to identify the existence of a correlation between epistemic belief and epistemic emotions in an online. Material and methods. The Epistemic Belief Inventory and the Epistemic Emotions Scales – Short-Form were administrated to 30 students at the Faculty of Medicine and Psychology from the Autonomous University of Baja California after taking a 36-weeks online course. Results. The results showed higher scores for positive epistemic emotions and lowers scores for negative epistemic emotions. Pearson´s coefficient indicates a negatively moderate correlation between positive and negative emotions and two factors from the epistemic belief inventory. Conclusions. This research supports the importance of epistemic beliefs in epistemic emotions when students learn through online courses participating in the growing body of evidence on this topic.