Scholarship on online STEM education in higher education has been dispersed across disciplinary and educational research communities. This integrative literature review synthesized studies published from 2011 through early 2020 to establish a historical baseline for online STEM teaching and learning before the COVID-19 pandemic. Searches were conducted in EBSCO, ERIC, and Web of Science using terms related to STEM education, online and distance learning, and higher education. The final body of literature comprised 33 studies published across 31 scholarly outlets. Inductive thematic synthesis produced eight categories: (1) Online STEM Learner Support; (2) Integrated Online STEM Education; (3) Online STEM Course Quality, Design, and Learner Success; (4) Strategies for Improving Online Learner Engagement in STEM; (5) Communication in Online STEM Environments; (6) Equity and Inclusion for Underrepresented Learners in Online STEM; (7) Online STEM Education and Workforce Development; and (8) Online STEM Faculty Preparation. Across asynchronous, synchronous, combined-online, and selected blended contexts, the reviewed literature linked learner experiences and outcomes more closely to the integration of instructional design, interaction, facilitation, authenticity, assessment, learner support, access, and equity than to modality alone. These dimensions operated interdependently across the eight themes. The review also revealed uneven methodological scale and theoretical grounding across the literature. By synthesizing this body of research, the review provides a thematic framework for interpreting pandemic-era and post-pandemic developments and advancing more rigorous, theoretically grounded, and equity-centered research in online STEM education.
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Alejandra M. Pickett (2026) studied this question.
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