Support is one of the crucial elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be embedded into the online learning curriculum. This paper offers a systematic review of the 28 empirical studies on effective support strategies and interventions that are indexed by the SCOPUS database between 2010 and 2020. Following an Inclusive Student Services Process Model framework, identified strategies are allocated across different phases of student learning to indicate where and when they can be delivered to online students. The analysis suggests that the effectiveness of the support provision depends on the time when support is offered. Furthermore, it was found that two areas support delivery, namely support at transitions and measurement of support interventions, remain under-researched. Finally, the analysis showed two emerging trends in online students support: an increasing role of technology and social network sites to design support interventions and a shift to a more personalised yet holistic approach to student support.

No abstract

Support is one of the vital elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be best embedded into the online learning curriculum. This paper aims to address this gap. First, it offers a systematic review of the empirical research on effective support interventions, as well as analyses recommendations for student support retrieved from the research on online student attrition and retention. Secondly, by utilizing an Inclusive Student Services Process Model, this paper indicates areas where considered strategies can be embedded into the online learning cycle. The analysis suggests that support strategies and services offered at different stages of students learning cycle and embrace all the aspects of the university experience, including administrative and pastoral, hold a great potential for ensuring online student success. Yet, there is a need for the development of the criteria of quality and effectiveness of existing support interventions.

Online learning technologies have facilitated higher education in many ways, making it more flexible and available for learners with multiple life and work responsibilities. Yet information regarding graduation rates suggests that the vast majority of online learners drop out. By systematically analysing 30 empirical studies published between 2009 and 2020, this paper aims to highlight factors critical for online students’ attrition, retention, or progress, focusing on the adult student population. Four groups of factors influencing adult students’ online learning were identified: (a) student factors, (b) course factors, (c) social factors, and (d) support factors. These four groups are analysed and discussed in light of selected theoretical models on student attrition, retention, and progress. The results show that student support remains a missing element in these models. Finally, recommendations based on the study findings are offered.

Over the last two decades, one can notice a considerable turn to the reflective qualitative inquiry. Yet, in phenomenographic research design, the role and value of reflection is often neglected. This paper elaborates on a Reflective Practice Framework for phenomenographic method of data analysis developed as a result of undertaking an empirical phenomenographic study. The paper considers genealogy of the concept reflection and models for reflection in qualitative research to explain the theoretical foundations of the proposed Framework. Two levels and five steps of the Framework are explained and an example of how the Framework can advance the analysis of unstructured phenomenographic data is provided.