Document Type

Article

Publication Date

3-1-2025

Journal / Book Title

Online Learning Journal

Abstract

While extant literature reveals various factors associated with student engagement in online learning during the COVID-19 pandemic, the findings are inconsistent. A systematic review of the factors influencing student engagement in online learning during the pandemic will provide state-of-the-art knowledge of existing literature and offer future research directions. This study systematically reviews factors driving college student engagement in online learning during the COVID-19 pandemic. Performed in accordance with the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses, a systematic search of four databases identified 50 eligible studies. The most prevalent factors associated with student engagement were student-related factors (e.g., student self-efficacy, emotion, motivation, attitude, personality traits, and student-student interaction). These were followed by instructor-related factors (e.g., self-efficacy and readiness, instructor warmth, support and motivation, instructor-student interaction, and organization), demographics (e.g., gender, age, college year, and ethnicity), learning technology and system-related factors (e.g., learning technology and perceived usefulness), course material and design-related factors (e.g., pedagogical approach, learning format, and learning activities), social factors (e.g., peer and family support), institutional support (e.g., college and university support), and environmental factors (e.g., learning environment and family health). These results provide a guide for future educational initiatives aimed at maximizing student engagement in an increasingly digital learning landscape, especially during exceptional times such as the pandemic. University resources should be directed at ensuring a smooth transition from face-to-face classroom experiences to remote learning during an emergency period. This should include insights from students on which online practices foster the greatest engagement, motivation, and learning.

DOI

10.24059/olj.v29i1.4221

Rights

© 2025 This work is licensed under a Creative Commons Attribution 4.0 International License.

Published Citation

Limbu, Y. B. & McKinley, C. (2025). Factors associated with student engagement in online learning during COVID-19 pandemic: A systematic review. Online Learning, 29(1), 293–325. DOI: https://doi.org/10.24059/olj.v29i1.4221

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