Interventions for Effective Online Learning in Higher Education: A Systematic Literature Review

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Higher Education and Student Learning Outcomes

Abstract

Persistent concerns about the effectiveness of online learning in higher education call for a better understanding of how to support student success in virtual environments. Thus, we conducted a systematic literature review of experimental and quasi-experimental studies examining strategies for improving online learning outcomes. Drawing on 352 studies published between 2002 and 2022, we found that interventions predominantly targeted students at four-year universities, with limited attention to other contexts such as community colleges. Most interventions focused on cognitive support, while areas such as self-regulation, instructor-student interaction, motivation, and emotion received less emphasis. The predominance of positive findings across studies also suggests a potential publication bias. These insights point to both effective practices and important gaps in the current research landscape.

Authors

• Qiujie LI, Nanyang Technological University - National Institute of Education

• Jenny Lee, University of California - Irvine

• Waverly Tseng, University of California - Irvine

• Di Xu, University of California - Irvine