Abstract Social interaction is widely recognised as a critical component of effective learning. However, as online learning becomes increasingly embedded within higher education, digital environments continue to face persistent difficulties in fostering meaningful social learning experiences. With more institutions than ever adopting online delivery, it is imperative to systematically investigate these challenges to inform pedagogical strategies that can better support collaboration and engagement. This article presents a systematic literature review of 36 recent studies examining the challenges faced by learners in online social learning contexts. The findings of the review were reported in accordance with PRISMA guidelines and organised and interpreted through the Community of Inquiry framework. The analysis demonstrates that the reported challenges are not isolated to a single dimension of the framework but instead exert a combined influence on cognitive presence, social presence, and teaching presence, underscoring the interdependent nature of these constructs in online learning. To extend this interpretation, we employed the activity‐centred analysis and design framework to examine how learning designs can constrain social interaction and collaborative inquiry. Additionally, the review highlights opportunities for improving learning design practices and identifies the potential of artificial intelligence in addressing barriers to online social learning. Drawing connections between challenges, design considerations, and emerging technological interventions, this study contributes to universal discussions on equity, inclusion, and collaboration, offering insights that are globally relevant to the design of a socially connected digital landscape of higher education. Context and implications Rationale for this study: This study addresses a gap by examining barriers to social learning in online higher education and how they stem from learning design. Why the new findings matter: Findings show these challenges are systemic and interconnected. Integrating CoI and ACAD provides a deeper explanation of their causes and informs more effective design interventions. Implications for practitioners, policy makers, researchers: The findings highlight the need for more intentional learning design to support meaningful social interaction in online environments. For practitioners, this means structuring collaborative tasks, roles, and facilitation strategies that promote engagement and psychological safety. For institutions and policymakers, the study underscores the importance of investing in staff capability, appropriate technologies, and inclusive design practices. For researchers, it provides a foundation for exploring design‐based and AI‐supported interventions to strengthen social learning. Overall, the study emphasises that improving tools alone is insufficient; aligning tasks, technologies, and social structures is essential for fostering connected, engaging, and equitable online learning experiences.
Thommadurage et al. (Sun,) studied this question.