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Online Instruction in Higher Education: Promising, Research-based, and Evidence-based Practices

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  • Alison S. Lockman
  • Barbara R. Schirmer

Abstract

The purpose of this study was to review the research literature on online learning to identify effective instructional practices. We narrowed our scope to empirical studies published 2013-2019 given that studies earlier than 2013 had become quickly outdated because of changes in online pedagogies and technologies. We also limited our search to studies with undergraduate and graduate students, application of an empirical methodological design, and descriptions of methodology, data analysis, and results with sufficient detail to assure verifiability of data collection and analysis. Our analysis of the patterns and trends in the corpus of 104 research studies led to identification of five themes: course design factors, student support, faculty pedagogy, student engagement, and student success factors. Most of the strategies with promising effectiveness in the online environment are the same ones that are considered to be effective in face-to-face classrooms including the use of multiple pedagogies and learning resources to address different student learning needs, high instructor presence, quality of faculty-student interaction, academic support outside of class, and promotion of classroom cohesion and trust. Unique to the online environment are user-friendly technology tools, orientation to online instruction, opportunities for synchronous class sessions, and incorporation of social media. Given the few studies utilizing methodological designs from which claims of causality can be made or meta-analyses could be conducted, we identified only faculty feedback as an evidence-based practice and no specific intervention that we could identify as research-based in online instruction.

Suggested Citation

  • Alison S. Lockman & Barbara R. Schirmer, 2020. "Online Instruction in Higher Education: Promising, Research-based, and Evidence-based Practices," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(2), pages 130-152.
    • Handle: RePEc:aoj:jeelre:v:7:y:2020:i:2:p:130-152:id:1606
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    Cited by:

    1. Justyna Berniak-Wozny & Malgorzata Rataj & Marlena Plebanska, 2021. "The Impact of Learning Mode on Student Satisfaction with Teaching Quality: Evaluation of Academic Staff Teaching before and during Covid-19," European Research Studies Journal, European Research Studies Journal, vol. 0(3B), pages 722-738.
    2. Kim Hua Tan & Poh Phui Chan & Nur-Ehsan Mohd Said, 2021. "Higher Education Students’ Online Instruction Perceptions: A Quality Virtual Learning Environment," Sustainability, MDPI, vol. 13(19), pages 1-24, September.
    3. Adrian Ote & Christian T. Jose, 2023. "“The Struggle is Real†: The Level of Performance of Grade 8 Students in Araling Panlipunan in the Online Class Settings: Basis for a Proposed Educational Framework," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 1574-1591, June.
    4. Maria Antoniadou & Christos Rahiotis & Afrodite Kakaboura, 2022. "Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic," IJERPH, MDPI, vol. 19(15), pages 1-15, August.
    5. Rebeca Martínez-García & Fernando J. Fraile-Fernández & Gabriel Búrdalo-Salcedo & Ana María Castañón-García & María Fernández-Raga & Covadonga Palencia, 2022. "Satisfaction Level of Engineering Students in Face-to-Face and Online Modalities under COVID-19—Case: School of Engineering of the University of León, Spain," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    6. Kashfia Maisha & Sabakun Naher Shetu, 2023. "Influencing factors of e-learning adoption amongst students in a developing country: the post-pandemic scenario in Bangladesh," Future Business Journal, Springer, vol. 9(1), pages 1-16, December.

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