Online learner success dimensions and factors: A framework development through systematic review

Florence Martin; Jered Borup

doi:10.24059/olj.v30iSI2.5742

Authors

Florence Martin North Carolina State University
Jered Borup

DOI:

https://doi.org/10.24059/olj.v30iSI2.5742

Keywords:

online learner success, online learning, systematic review, framework development

Abstract

In this systematic review we examined 188 articles from 2013 to 2024, to examine online learner success dimensions and factors. This review followed the DISCAR systematic review process and articles were searched in five databases, and screened using title, abstract, and full text by two researchers. Descriptive statistics, timeline, and qualitative themes were provided for learning context, journals published, research methodology, dimensions, and online learner success factors. Among the 188 articles, we analyzed publication patterns including year of publication, journals, context, research methodology, dimensions and factors related to online learner success. Focusing on four dimensions (learner, instructor, program and organization, and community) we identified a total of 30 success factors. The course and instructor related dimension was the most studied, followed by the learner dimension, and the program/organization dimension. There were 11 learner-related factors, 10 course and instructor-related factors, five program and organization related factors, and four community related factors. These factors will benefit researchers and online learning practitioners in designing and implementing online programs where learners are successful. Implications for online learners include that they actively manage their learning through readiness, self-regulation, engagement and help-seeking, while instructors and instructional designers create well-organized, accessible and engaging courses with timely communication and feedback. Administrators and communities can enhance online learner success by providing orientation, professional development, support services and providing a stable and encouraging home environment.

Author Biography

Florence Martin, North Carolina State University

Florence Martin is a Professor in Learning, Design and Technology at North Carolina State University. She previously directed and taught in graduate programs at the University of North Carolina at Charlotte’s Cato College of Education and at University of North Carolina at Wilmington’s Watson College of Education. She received her Doctorate and Master's degrees in Educational Technology from Arizona State University. She teaches 100% online and engages in teaching and research to create transformative learning experiences through effective design and integration of digital learning solutions in higher education and K-12 settings. She has published over 100 articles and has received awards for research and practice of online teaching and learning. She also serves on the advisory council for North Carolina Virtual Public Schools and as Associate Editor for the Online Learning Journal. She has previously served as the President of the Multimedia Production Division and the president of the Division of Distance Learning for the Association for Educational Communications and Technology and as a director for International Board of Standards for Training, Performance and Instruction. More details can be found at http://www.florencemartin.net

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