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| Intervention | Study Design | Population | Outcomes | Author, Year | N | Statistically Significant | Quality of Study (GRADE) | Magnitude of Benefit | Absolute Risk Reduction | Comments | Risk of Bias |
| Online learning vs. face-to-face learning | Cross-sectional design; quantitative and qualitative | Graduate-level online students/MBA students | Online courses offer students more flexibility than face-to-face. | | 225-survey, 10 interviews | yes | moderate | medium | n/a | no randomized study, lack of blinding | Low |
| Online learning vs. face-to-face learning | Quasi-experimental post-test | Graduate-level online students | does technology improve teaching and learning | | 180 students | yes | low | small | n/a | no randomized study, lack of blinding, lack of description of withdrawals and dropouts | Low |
| Online learning | Survey-based | graduate and undergraduate online students | Are online students satisfied with online classes, yes | | 360 students | yes | high | small | n/a | lack of blinding, lack of description of withdrawals and dropouts | Low |
| Online learning and teaching | Instructional design | graduate and undergraduate students | effect of new technologies used in teaching and learning | | 10 | n/a | low | small | n/a | no randomized study, lack of blinding | Low |
| Distance education | Survey-based | graduate and undergraduate online students | which of the 15 steps procedure are important for the success of distance education courses | | 430 | yes | high | medium | n/a | lack of blinding | Low |
| Student engagement in online discussions | One-way repeated measures analysis of variance; survey-based | undergrad, grad and doctorate students | to determine problems with online threaded discussions in higher education | | 11 from actual study | yes | moderate | small | n/a | no randomized study, lack of blinding, lack of description of withdrawals and dropouts | Low |
| Online learning faculty training | Mixed methods study (quantitative and qualitative); survey-based | graduate level online faculty | to determine the needs of faculty members in order to be successful | | 93 | yes | moderate | medium | n/a | no randomized study, lack of blinding | Low |
| Technical support and pedagogical guidance in online learning | Quantitative methods | graduate level online faculty and students | factors that influence faculty satisfaction, technical support and pedagogical guidance and student satisfaction | | 15 instructors, 519 students | yes | moderate | medium | n/a | no randomized study, lack of blinding, lack of description of withdrawals and dropouts | Low |
| Online graduate students support needs | Survey based | graduate level online students | to determine whether adult distant learners need more or less support than other distant students. | | 42 | yes | moderate | medium | n/a | no randomized study, lack of blinding, lack of description of withdrawals and dropouts | Low |