This post is provided by guest blogger, Tania Pacheco, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

This literature review provides a comprehensive overview of key outcomes and indicators of success associated with online instruction in comparison to traditional face-to-face instruction. In this assessment, both academic and non-academic outcomes were observed as measures of student success within online learning environments. Academic outcomes capture traditional markers of student success such as program completion, retention, and performance metrics like grades, GPA, test scores, and certificates or diplomas awarded. Non-academic outcomes, on the other hand, capture a broader range of student experiences and outcomes that may be influenced by both online and face-to-face instruction. These can include factors such as satisfaction with learning, motivation, engagement, and self-directed learning. Overall, the literature review suggests that online learning can produce comparable rates of course completion, examination performance and student satisfaction when compared to traditional face-to-face instruction. However, the research presented indicates that instructional design choices have a significant impact on both student educational attainment and long-term academic achievement. For that reason, the review also provides an overview of key instructional design factors that can influence student academic and non-academic outcomes in online learning.

I recommend this literature review for anyone that is exploring how the assessment of student success indicators within an e-learning environment compares to face-to-face instruction, such as educators, trainers, or instructional designers. Success in online learning depends on investing in intentional course design, supporting both students and educators in navigating online learning environments, and prioritizing non-academic outcomes, such as the social-emotional well-being of participants, alongside academic goals. It is a reliable source as the Center for Research Evaluation conducted an expansive review, using established educational research databases such as JSTOR, ERIC, LearnTechLib, ProQuest, Google Scholar, and Education Source. This search was supplemented by additional reviews of recent synthesis articles produced by established educational organizations.

Reference:

Center for Research Evaluation, University of Mississippi. (2024). Review of literature on student outcomes in online learning. International Baccalaureate (IB). https://ibo.org/globalassets/new-structure/research/pdfs/dp-online-learning-literature-review.pdf