Identifying elements contributing to effective online learning delivery in higher education institutions – a systematic literature review

Purpose
The shift from in-person to online education was among the disruptive changes catalysed by the pandemic. Although today online learning modes outpace traditional ones, there is limited information on effective online learning design and delivery approaches to allow educators to effectively combine pedagogy and andragogy with technology in pursuit of Education 4.0.

Methodology
The authors performed a Systematic Literature Review, looking at relevant academic peer-reviewed journal articles, published within the last 5 years. A thorough filtering process narrowed the sample of articles down to 44, which were then taken further for a Thematic Analysis. A set of aspects contributing for effective online learning delivery were identified as emerging themes among the final sample of papers, classified under the 4 core modes of learner interactions.

Findings
Communication between lecturers and students remains a fundamental factor for academic success. The student awareness of “self” is an essential in an online learning delivery mode, due to the process enforcing self-regulation. There is discrepancy between educators and students’ perspectives in various instances, with a debate over the effectiveness of both pedagogies and andragogies for adult learning. The spotlight is on student-centric design, immersive learning experiences, simulations and interactive multimedia, non-traditional subject-authentic assessments, and content access and accessibility. Popular methods for learning enhancement such as the “flipped classroom” approach do not perform as effectively in online settings, while scheduling lengthier amounts of time for self-directed learning are recommended.

Research limitations/implications
There is clear necessity for the establishment of frameworks to guide the education process, whether that is for fully online or blended learning approaches. The dynamic growth of online learning naturally leads to the question regarding the overall educational effectiveness of online delivery and making steps in the direction of establishing such framework has implications for both academic and support staff at higher education institutions. Having formulated a conceptual framework based on the emerging themesin the final samples of studies, the authors recommend primary research to be undertaken with both students and educators.

Originality/Value
A central force in speeding the UK’s recovery from the pandemic in times of Education 4.0, it is essential that universities establish a robust framework for assessment of the quality of online learning delivery. The study encourages university authorities to consider the features of effective online learning while calibrating and responding to individual student needs in the interest of continuous improvement of the quality of student experience.