“…Cavanagh et al's was delivered in a university's virtual learning classroom (Cavanagh et al, 2013), while Aikens et al utilized both website and virtual learning classroom (Aikens et al, 2014); all others were delivered exclusively via website. Intervention strategies varied: regular reminder calls and emails (Allexandre et al, 2016, Cavanagh et al, 2013, Glueck and Maercker, 2011, Mak et al, 2015, Morledge et al, 2013); weekly progress tracking surveys and log sheets Aikens et al, 2014, Mak et al, 2015; pre-programmed e-mail coaching and tailored feedback (Aikens et al, 2014, Mak et al, 2015); customized text messaging (Aikens et al, 2014); audio-based meditation exercises (Glueck and Maercker, 2011, Mak et al, 2015), increasing in length and complexity throughout the course; 10-min audio track with guided mindfulness (female or male voice recorded by certified mindfulness therapists) (Cavanagh et al, 2013); 3-minute meditation offered as quick coping strategy (Wahbeh et al, 2016); meditation exercises provided in workbooks or portable mp3 format (Allexandre et al, 2016); use of university's virtual learning facility (Cavanagh et al, 2013); obtaining participants' suggestions for integrating mindfulness into everyday life (Wahbeh et al, 2016); flash animated computer-based exercises (Glueck and Maercker, 2011); and message boards with pre-specified discussion threads (Morledge et al, 2013). …”