literature review training course

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Systematic Reviews Classes

Systematic reviews are a complex undertaking and involves multiple steps in order to produce a quality systematic review. Our classes will provide an introduction to different types of systematic reviews, the overall review process, what a comprehensive literature search entails, development of a protocol, identification of screening criteria, suggestions for data collection and management, appropriate standards and guidelines to follow, and suggestions on how to write up your review for journal submission. The list below includes Systematic Review classes in our course catalog. Click the title of the class to view any upcoming sessions.

Collecting and Cleaning Data for Your Review

• Read more about Collecting and Cleaning Data for Your Review

This class will provide an overview of the data collection process for your review – whether scoping or systematic. The importance of data cleaning for consistency to ensure accurate identification of comparable outcome measures across studies and how to do so will be discussed. We will review the process and tools to use, discuss recommended practices, and share lessons learned. Participants will receive resources and information on recommended practices for performing this important step in your review.

Conducting the Screening Steps in Your Review

• Read more about Conducting the Screening Steps in Your Review

This class will provide a comprehensive look into critical steps of the review process – establishing your inclusion and exclusion criteria and then using those criteria to conduct the screening steps to select relevant studies for your review. Participants will receive resources and information on best practices for performing these steps to facilitate an effective and rigorous review.

Developing and Publishing Your Review Protocol

• Read more about Developing and Publishing Your Review Protocol

This class is a part of the systematic reviews class series. Systematic and scoping reviews are a complex undertaking and involve multiple steps in order to produce a quality review. Developing a protocol to guide the conduct of your review is a critical step. This class explains what a review protocol is, how to develop one, and how to use it for the conduct of your review. Resources to develop the protocol and where to register or publish it will be shared.

Developing the Research Question and Conducting the Literature Search

• Read more about Developing the Research Question and Conducting the Literature Search

This session focuses on defining the scope of your review by applying techniques to formulate a workable research question. The class introduces various frameworks used for developing a research question, and presents the requirements and steps involved in conducting the literature search for the systematic review. Useful resources are introduced throughout the session.

Exploring the Cochrane Library: Systematic Reviews, Clinical Trials, and More

• Read more about Exploring the Cochrane Library: Systematic Reviews, Clinical Trials, and More

Cochrane Library is a collection of databases with high-quality systematic reviews, randomized controlled trials and clinical answers. It offers simultaneous search of variety of resources to provide independent evidence to inform healthcare professionals in their decision making. This class will introduce the variety of resources offered by Cochrane Library, how to search them, and the key features of the search platform.

Foundations of Literature Searching

• Read more about Foundations of Literature Searching

This class will explore best practices for planning and conducting literature searches. The topics and tips introduced in this session are intended to support general literature searching practices that participants can use to conduct more effective searches, regardless of database used. This class will address the importance of the literature search, introduce a basic framework to help develop search strategies, discuss how to connect concepts and use other search helpers in your strategies, and explore resources and tools that support good literature searching practices. 

Gray Literature: Searching Beyond the Databases

• Read more about Gray Literature: Searching Beyond the Databases

Gray literature is not controlled by commercial publishers and usually is not peer reviewed. However, gray literature can help identify useful information outside the published, peer reviewed articles through reports, dissertations, conference abstracts, official documents, research-in-progress, and clinical trials. It might get you information you would never find in traditional sources. This workshop will focus on how to find credible gray literature for your research topic or for part of a systematic review.

Introduction to Rapid Reviews

• Read more about Introduction to Rapid Reviews

During the COVID-19 pandemic, the number of rapid reviews increased and became a popular method of conducting a rigorous literature review, using systematic review methodology in a shorter time frame. This type of review helps synthesize the available evidence in a narrative descriptive format and can be done at a faster pace than a full systematic review. The introductory class will discuss what research questions are best suited for a rapid review, best practices for their conduct, and review the required methodological steps on how to conduct an effective rapid review. 

Introduction to Scoping Reviews

• Read more about Introduction to Scoping Reviews

A scoping review is a preliminary assessment of research literature that aims to systematically map the literature, clarify concepts, and identify the evidence and knowledge gaps on a topic. This research method can be conducted as standalone review or used as an initial step before conducting a full systematic review. Participants will learn best practices, tips, and guidelines on how to conduct a scoping review. This introductory class will also include scoping review resources and an overview of NIH Library research support services.

Introduction to the Systematic Review Process

• Read more about Introduction to the Systematic Review Process

Conducting a systematic review can be time consuming and challenging. This class provides an overview of the different steps in the comprehensive process of conducting a systematic review. At the completion of the class, participants will be able to identify each step of the systematic review process and know where to access valuable resources.

Introduction to Umbrella Reviews: Conducting a Review of Reviews

• Read more about Introduction to Umbrella Reviews: Conducting a Review of Reviews

Umbrella reviews, sometimes referred to as review of reviews, are a review of other published systematic reviews and meta-analyses and are appearing more frequently in scientific literature. Umbrella reviews appropriately address a broad question on a topic when there are plenty of published reviews already available. The benefits of conducting an umbrella review are to help synthesize the evidence for decision making in healthcare and explore inconsistencies and biases.

Literature Reviews: Select the Right Type

• Read more about Literature Reviews: Select the Right Type

You aren’t sure which type of literature review would best match your research question, or maybe you didn’t realize there were so many kinds of reviews. Join us for an overview of literature review types and their purposes. By the end of this session, attendees will be able to describe the purpose of a literature review, differentiate among five types, and select the right review for your research goals.

Meta-Analysis: Quantifying a Systematic Review

• Read more about Meta-Analysis: Quantifying a Systematic Review

The purpose of this class is to introduce the fundamentals of conducting a meta-analysis. The focus will be on randomized clinical trials; however, the presenter will also briefly discuss the application of meta-analyses in laboratory and observational (epidemiological) studies. 

Retractions in Evidence Synthesis

• Read more about Retractions in Evidence Synthesis

This class will define retractions and discuss their effects on evidence synthesis products such as systematic reviews. Participants will explore the impact and consequences of retractions through a case study along with data from the literature. Additionally, participants will learn about how to incorporate identification of retractions into the evidence synthesis process. This class is recommended for anyone who wants a more in-depth analysis of retractions beyond what is covered in the Retractions: An Introduction class.

Selecting the Most Appropriate Type of Literature Review for Your Research

• Read more about Selecting the Most Appropriate Type of Literature Review for Your Research

Do you want to write a review, but not sure what type of review would be best for your research question or topic? In today’s research environment, everyone seems to be doing a review of some type, especially systematic reviews.  However, not all literature reviews are systematic reviews, nor need to be. There are many other types of evidence-based reviews. This session will explore the various literature review types, the associated methodologies of each, and how to select the best option for you.

Using Covidence for Conducting Your Review

• Read more about Using Covidence for Conducting Your Review

Covidence is a web-based tool that can be used in conducting systematic and scoping reviews, and meta-analyses. This tool helps researchers manage article screening at the title, abstract, and full text levels. This class covers the basic features of Covidence, including setting up a review, importing and exporting records, and screening. Data extraction, quality assessment, and additional resources will be covered. At least one member of the research team must be based at the NIH to gain Covidence access.

Writing and Publishing Your Review

• Read more about Writing and Publishing Your Review

This class will provide an overview of the various reporting guidelines and standards established for conducting reviews and how to use them in the writing of your review manuscript. Participants will also gain valuable information about how to structure their manuscript and select appropriate journals for submission.

Conduct a Literature Review

Navigate the entire process of preparing a literature review, from selection and analysis to structuring and writing. Develop skills in using evidence to create engaging and critical arguments based on existing literature.

Advantages of using Conduct a Literature Review

• Evaluate the purpose of a literature review
• Develop and clarify thinking, embed ideas, and articulate thoughts clearly
• Identify key preparation steps for a literature review and use each step effectively
• Evaluate journals and select the most appropriate ones for literature review
• Build a compelling argument using suitable literature and data
• Write and structure a strong literature review, avoiding common pitfalls
• Recognize requirements for each section of the literature review
• Formulate personalized literature reviews using examples and guidelines

Time to Complete:

5  hours

Instructor:

Dr Robert Thomas

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Cochrane Cochrane Interactive Learning

Cochrane interactive learning, module 1: introduction to conducting systematic reviews, about this module.

Part of the Cochrane Interactive Learning course on Conducting an Intervention Review, this module introduces you to what systematic reviews are and why they are useful. This module describes the various types and preferred format of review questions, and outlines the process of conducting systematic reviews.

 45-60 minutes

What you can expect to learn (learning outcomes).

This module will teach you to:

• Recognize features of systematic reviews as a research design
• Recognize the importance of using rigorous methods to conduct a systematic review
• Identify the types of review questions
• Identify the elements of a well-defined review question
• Understand the steps in a systematic review

Authors, contributors, and how to cite this module

Module 1 has been written and compiled by Dario Sambunjak, Miranda Cumpston and Chris Watts,  Cochrane Central Executive Team .

A full list of acknowledgements, including our expert advisors from across Cochrane, is available at the end of each module page. 

This module should be cited as: Sambunjak D, Cumpston M, Watts C. Module 1: Introduction to conducting systematic reviews. In: Cochrane Interactive Learning: Conducting an intervention review. Cochrane, 2017. Available from https://training.cochrane.org/interactivelearning/module-1-introduction-conducting-systematic-reviews .

Update and feedback

The module was last updated on September 2022.

We're pleased to hear your thoughts. If you have any questions, comments or feedback about the content of this module, please contact us .

Systematic Literature Review & Meta-Analysis

About Course

This course is intended to provide learners with an asynchronous learning experience concentrating on the fundamentals to advanced levels of dealing with systematic literature reviews, bibliometric analysis, and Meta-analysis. The course covers cutting-edge methodology, tools, and computer-assisted techniques for doing systematic literature reviews and meta-analyses in the shortest amount of time. The course’s research output can be submitted for publication in high-impact journals or included in a PhD thesis.

Experienced scholars and authors of highly cited impact factor research articles will teach the course. Videos lectures, Live classes, activities and assessments are all part of this exciting course. After each class subscribers can send their work to the trainers to receive feedback and trainers will also provide support for its improvement.

The course is divided into two levels: the first focuses on systematic literature reviews and bibliometric analysis, while the second focuses on advanced meta-analysis. On weekends, there are eight live sessions, where learners can interact with trainers. All subscribers will get access to video recordings of each lesson, and after completing a 40-question assessment, the Association of Professional Researchers and Academicians UK will offer a certificate of completion.

What Will You Learn?

• Module 1: Fundamentals of Systematic Literature Review

Module 2: Literature Synthesis and Classification

• Module 3: Bibliometric Analysis
• Module 4: Analyzing and Reporting

Module 5: Research Output and Assessment

Module 6: introduction to meta-analysis, module 7: advance meta-analysis.

• Module 8: Meta-SEM

Course Content

Module 1: fundamentals of systematic literature review fundamentals of systematic literature review, lession 0: learning management systems introduction, understanding systematic literature review, prisma framework, live session: module 2: literature search, how to use scopus for literature search, how to search literature using web of science, publish or perish software for literature search, module 3: literature classification and synthesis 2, data filtration in microsoft excel, literature classification and synthesis, live session recording: literature synthesis, module 4: bibliometric analysis, bibliometrics using vosviewer, live session, installing biblioshiny (r package bibliometrix), bibliometrix with biblioshiny r package part 1, bibliometrix with biblioshiny r package part 2, module 5 live session recordings, how to merge data from different sources in excel using power query, systematic literature review assessment, simple worksheets, how to write a good abstract using prisma framework, installing jamovi for meta-analysis, installing jasp software for meta-analysis, live session 6 & 7, module 8: advance meta-analysis 2, live session module 8, moderator in meta-analysis using jmovi software, student ratings & reviews.

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Free Webinar

Literature Review 101

Get familiar with the basics of literature review development and writing. In this free webinar, you’ll learn:

– What a literature review is (and the purpose it serves) – The 5 critical components of a high-quality proposal – What assessors/supervisors are looking for – How to get started writing your lit review

What’s this all about?

The 45-minute webinar is an engaging online workshop covering the basics of literature review development, specifically for dissertations, theses and research projects.

The webinar is tailored toward students undertaking research for Master’s and Doctoral-level degrees within the sciences  (natural and social). That said, you’ll still benefit even if you don’t fit this description, as the requirements are largely consistent across disciplines .

Key Details:

– When : On-demand (instant access) – Where : Online (video or audio) – Duration : 45 minutes – Cost: 100% free

Meet Your Host

Kerryn Warren (PhD) is one of our friendly coaches. Having lectured and tutored students for over 10 years in subjects ranging from biology (natural science) to archaeological heritage (social science), Kerryn brings a unique blend of skills and perspectives.

Watch The Webinar Now

Instant Access. 100% Free.

What you’ll get

The webinar is more than just a one-way presentation. By attending, you’ll get:

A-Z Workshop

The presentation will cover the basics of literature review development so that you can get started writing.

Engaging Chat

Join in on the conversation with students from around the world – learn and share throughout the webinar.

Free Resources

You’ll receive access to a host of free resources, including detailed guides, comprehensive templates and practical exercises.

Join The Webinar Now

100% Free. Instant Access.

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Preparing your Literature Review (Online Course)

Key information.

Course Level:  Level 1  Duration:  Approximately 2 hours  Format:  Self-paced online Blackboard course

This online course will equip you with key skills and knowledge on how to start, what to include and how to structure your master-level literature review. You can complete the course at your own pace and start at any time. The course activities will support you to verify your learning as well as to prepare your literature review in stages: we suggest you enrolling in this course when you are getting ready to prepare your literature review so that you will complete the course with a draft of your own literature review.

Please, note that examples are not subject specific: they are included to show how strategies are applied, you will need then to transfer the learning to your own literature review.

Learning Outcomes

On completion of this course, you will be able to: 

• Define your literature review from your research question 
• Identify the boundaries of your literature review with reference to your research question 
• Assess the usefulness of different sources of literature 
• Employ effective reading strategies 
• Structure a literature review based on a research question

Course Information

To complete the course, you are required to achieve a threshold level of understanding which will be tested through a final exam. Instructions on how to receive a certificate as proof of completion can be found in the course in the section ‘Course Info.’

Please follow the instructions to self-enrol onto the course  MasterClass: Preparing your Literature Review ‌.

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Course Outline

Audience and approach, registration fees and booking.

The 12-module online course takes place over eight days, with live workshops each day. For many modules there will be some homework and recorded content to watch. 

You should expect to dedicate around 3 to 4 hours each day to complete the coursework, including live workshops, reading, videos and other homework. Some days the schedule will be dominated by live workshops, some days by videos and reading, and some days the time will be divided by different tasks.

There will also be a short orientation session (Module 0), which is usually on the Thursday before the course starts .

A course outline with final timings and commitments will be available closer to the course running date.

MODULE 0: Introduction and orientation 

An introduction to the course content, tutors and facilitators, information about technical requirements and where to get support throughout. This session will also be an opportunity to meet your fellow learners and share your expectations for and questions about the course. This session will usually take place on a Thursday the week before the course commences.

MODULE 1: Developing the review question and protocols 

This module explores the development of an idea or research brief into a review question, and explains how the PICOS criteria supports a systematic approach to investigating a review question. You will also learn about the importance of systematic review protocols and how to write these, and about registering a protocol in PROSPERO.

MODULE 2: Literature searching 

This module covers the workflow of the searching process for a systematic review and the main aspects of planning a literature search. You will learn about sensitive search strategies, using Boolean operators and effective search terms, selecting the right databases for your project, and the importance of thinking beyond bibliographical databases.

MODULE 3: Study selection

The practicalities of study selection, including how PICOS criteria are used to produce objective and repeatable inclusion criteria for a systematic review.

MODULE 4: Data extraction  

This module will introduce you to the tools and techniques for data extraction, including an exercise to practice data extraction in your groups.

MODULE 5: Critical appraisal of included studies

Key concepts affecting the quality of primary studies and the reliability of results. You will learn about important biases that are commonly considered when critically appraising the quality of a study, and have a chance to apply your critical appraisal skills in group exercises.

MODULE 6: Calculating treatment effects  

An introduction to estimating treatment effects from included studies, including practical considerations and how to illustrate effects on a forest plot.

MODULE 7: Meta-analysis  

This module will give a detailed introduction to meta-analysis, including looking at heterogeneity, addressing missing studies and publication bias. We will look briefly at narrative synthesis as an alternative to meta-analysis. Finally, there will be an opportunity for some hands-on experience, with a practical group exercise using R meta-analysis software.

MODULE 8: Reporting your review  

A brief module looking at reporting standards and associated checklists for systematic reviews. Reporting for different audiences will be covered in module 12 on knowledge mobilisation.

MODULE 9: GRADE  

This module looks at how the GRADE approach can be used to appraise the quality of evidence in a systematic review. You will learn about the main underlying concepts of GRADE, including risk of bias, indirectness, inconsistency, imprecision and publication bias. You will learn the principles of completing a GRADE profile through an interactive group session using a systematic review example.

MODULE 10: Critical appraisal of a systematic review  

The core content of the course concludes with an interactive session allowing attendees to apply their learning from the course about what makes a good review, by using their critical appraisal skills in assessing some published systematic reviews.

MODULE 11: An introduction to health economics  

This module will cover how systematic reviews can be planned to take account of the requirements of an economic model, including introducing the purpose and principles of economic decision modelling.  You will also learn about the process of searching, quality assessment, and synthesis of published economic evaluations.

MODULE 12: Knowledge mobilisation  

This module gives a rapid introduction to the key concepts of knowledge mobilisation and how you apply these throughout the review process, particularly in disseminating the results of a systematic review to different audiences and stakeholders.  There will be an opportunity to apply your skills in a practical exercise.

Disclaimer: We reserve the right to change speakers/course content at short notice.

About the course

This is an introductory course, aimed at anyone interested in undertaking a systematic review for the first time, or understanding how to critically appraise a systematic review to inform treatment or policy decisions.

The Centre for Reviews and Dissemination (CRD) predominantly works in healthcare research, and examples throughout the course will draw on our expertise in that area. The focus of the course is on systematic reviews of interventions, rather than reviews of qualitative data. However, the course is suitable for anyone with an interest in systematic reviewing, regardless of their role or discipline.

The course is designed to be interactive and give plenty of opportunity for interaction and discussion with experts and other learners in your groups, so you really have a chance to apply and strengthen your learning. Throughout there will be opportunities for ‘ask the expert’ clinics and ‘question & answer’ sessions with tutors to discuss your specific learning or research questions. There will also be group work and other interactive exercises for you to complete alongside your peers.

A certificate of attendance will be given out to all participants on completion of the course.

Times, dates and daily work

There are around 2 - 2.5 hours of live teaching on the course per day, with additional reading, video viewing or exercises on some days. You should expect to dedicate around half a day each day to the learning on the course.

The course runs over eight days on two consecutive weeks. It runs from Monday to Thursday on week 1, and Tuesday to Friday on week 2, with some homework over the weekend.

The course will start at 9.30am and finish at approximately 12.30pm (UK time) each day.  A detailed course outline with more information about specific timings and how  individual modules will be run will be available prior to the course running.

Technical requirements

We will send you a link to access the course website with learning materials and links for live sessions approximately 2 weeks before the course starts. Live sessions will be held on Zoom.

You will need a webcam and microphone (preferably a headset) and a Google Account for accessing some exercise materials.

As one of the longest standing training courses of its kind in the UK, our course continues to receive excellent feedback from attendees year after year. Here is a selection of comments from learners who have attended the course:

 “I liked the engagement and dedication and availability of the instructors. They never rushed to close the sessions but instead encouraged us to ask questions.”

“The course website is brilliant and really clear”

“The balance was really good. I never got bored and I liked that the amount of work in-between sessions was not too heavy.”

“There was plenty of explanation and normal non-jargon language so I was able to keep up.”

“I found the resources on the website very useful and I will be returning to them to complete my systematic review.”

“The exercises were great to start applying new knowledge. I found the course really well paced.”

“Very thorough course with knowledgeable experts.”

Registration fees for 2024

Registration fees for those who work in the commercial or industry sector is £850

We offer a discounted fee for the Public Sector (including early bird) and University of York Staff and Students.

£700 - Public sector discount rate.

£650 - Early bird rate - date to be confirmed

£600 - University of York Staff and Students with an active @york.ac.uk email address.

Registration fees are UK VAT exempt.

Maximum Number of participants: 40 – we operate a waiting list once courses are fully booked.

Registration for the course is completed online with the method of payment being by Credit or Debit card.

Certificate 

A Certificate of Attendance will be given out to all participants on completion of the full course.

Centre for Reviews and Dissemination short courses

1. Cancellation 30 days or more before the event:  course fees refunded (less 10% administrative      charge)     Cancellation less than 30 days before event is:  no refund

     In the event of the Centre for Reviews and Dissemination cancelling the course a full refund will      be given, but the University of York will not accept responsibility for any additional costs        incurred by the delegate.

2. Substitutions may be made at any time before the course starts provided you inform us in writing      (to [email protected]).

3. All payments must be received  before  attending the training course.

4. Deferrals may be given under extenuating circumstances but will only be valid until the end of the     following year after which there can be no further deferral or refund.

5. Through registering for a course applicants are deemed to have accepted the above Terms and      Conditions.

For administrative/booking enquiries, please contact Susan Sutton on  [email protected]   

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Skills Courses and Workshops: Literature Review

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Revising and Editing the Literature Review Workshop: CAEX 8030/8035

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SKIL 8030/8035: Revising and Editing the Literature Review

The Doctoral Writing Workshop: Revising and Editing the Literature Review is a 0 credit, 6-week course for doctoral candidates who have a working draft of the Literature Review of their dissertation, project study, or doctoral study but need writing guidance and support.

NOTE : Students must already have an approved premise or prospectus to be eligible for this workshop.

Free tuition for current Walden doctoral students. Students are responsible for any applicable fees, including the tech fee

Workshop Information

Is writing the Literature Review a stumbling block? Is the research relayed without purpose or synthesis?  This small-group workshop is for doctoral candidates who have a working draft of the Literature Review of their dissertation, project study, or doctoral study but need writing guidance and support.

With the help of the writing faculty member, students will spend 6 weeks advancing their Literature Review through tailored one-on-one writing instruction and supportive group work with their peers. Students will get to know the required components of the Literature Review and have the opportunity to learn how to address common writing issues, such as effective use of summary and synthesis, applying correct use of APA and source citations, and articulating search strategies.

Importantly, the instruction and feedback students receive will be anchored in their own work. The goal of this workshop is to help students make progress toward the completion of the Literature Review. As needed, the faculty member will help create a tailored plan based on students’ specific needs to ensure that they can continue to advance their draft.

• Week 1: Self-reflection: Strengths and weaknesses in writing
• Week 2: Course discussions/Submit 3-5 page section for review
• Week 3: Course discussions/Submit 3-5 page section for review
• Week 4: Course discussions/Submit 3-5 page section for review
• Week 5: Course discussions/Submit 3-5 page section for review
• Week 6: Create a plan for moving forward

To Register for any SKIL course or workshop, contact your Student Success Advisor.

You can contact your Student Success Advisor 

• by scheduling an appointment through your myWalden porta l,
• via email at  [email protected] ,
• or by calling 1-800-WALDENU [1-800-925-3368]

Quarter Term Dates

SKIL 8030 0 credits, 6 weeks​

Semester Term Dates

SKIL 8035 0 credit, 6 weeks

Frequently Asked Questions

Most SKIL courses are 1.5 quarter credits and 1 semester credit. Therefore, according to Walden’s Credit Hour Guidelines, you should expect to spend 42 total hours on SKIL coursework. This translates to 10.5 hours per week for 4-week courses, 7 hours per week for 6-week courses, and 5.25 hours per week for 8-week courses. Note that these numbers are only an estimate, as the actual time spent depends largely on the student and their specific abilities and needs.

Most of our courses and workshops require the 7th edition of the Publication Manual of the American Psychological Association (i.e., APA manual). This is the only text we require; other learning resources are built into the classroom.

SKIL courses, seminars, and workshops are graded on the S (Satisfactory) / U (Unsatisfactory) system. Grades in SKIL courses do appear on your transcript, but the grades do not impact your Grade Point Average (GPA).

Do you have a question about the SKIL courses or workshops? E-mail us at  [email protected] .

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"This should be recommended to all dissertation students!"

"I believe that this course should be a required course. It was excellent."

"This course immediately enhanced my writing skills.  I am thrilled I took this class and I plan to take additional classes."

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A literature review: efficacy of online learning courses for higher education institution using meta-analysis

• Published: 04 November 2019
• Volume 26 , pages 1367–1385, ( 2021 )

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• Mayleen Dorcas B. Castro   ORCID: orcid.org/0000-0002-6618-6958 1 , 2 &
• Gilbert M. Tumibay 3  

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The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010 ). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

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Mayleen Dorcas B. Castro

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Castro, M.D.B., Tumibay, G.M. A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Educ Inf Technol 26 , 1367–1385 (2021). https://doi.org/10.1007/s10639-019-10027-z

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Received : 16 April 2019

Accepted : 25 September 2019

Published : 04 November 2019

Issue Date : March 2021

DOI : https://doi.org/10.1007/s10639-019-10027-z

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