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Background The effectiveness of online learning in higher education during the COVID-19 pandemic period is a debated topic but a systematic review on this topic is absent. Methods The present study implemented a systematic review of 25 selected articles to comprehensively evaluate online learning effectiveness during the pandemic period and identify factors that influence such effectiveness. Results It was concluded that past studies failed to achieve a consensus over online learning effectiveness and research results are largely by how learning effectiveness was assessed, e.g., self-reported online learning effectiveness, longitudinal comparison, and RCT. Meanwhile, a set of factors that positively or negatively influence the effectiveness of online learning were identified, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience. Discussion Although it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education and these challenges and difficulties are more prominent in developing countries. In addition, this review critically assesses limitations in past research, develops pedagogical implications, and proposes recommendations for future research.
Meng et al. (Wed,) studied this question.