| Learning Technology (CoI) (e-learning) | Literature Review | graduate students | Develop educational approaches that enhance educational experiences | | 81 | yes (mixed method) | low | large | n/a | none | Low |
| Online learning for doctoral degrees | Systematic research | Doctoral students | Decreased student anxiety and increased satisfaction | | Varied over study | yes | low | large | n/a | none | Low |
| Online learning | Quantitative | graduate level online students | Student satisfaction via surveys | | Varied over study | yes | high | large | n/a | factored in age, course grade and gender for further analyses | Low |
| Online learning | Exploratory study; sequential explanatory (QUAN->qual) mixed method design | graduate level online students | Student motivation | | 77 | yes (mixed method ) | moderate | medium | n/a | qualitative results were incorporated in study’s conclusions. | Low |
| Which online tools were perceived by students to be most useful | Mixed quantitative and qualitative | graduate level online students | Student interaction patterns and academic performance | | 76 | no | low | medium | n/a | qualitative results were incorporated in study’s conclusions. | Low |
| Online learning | mixed method study; observational | graduate level online students /teacher candidates | Varying degrees of confidence, freedom and fidelity to implement the learned lessons/ strategies from the online course. | | 4 | yes (mixed method ) | low | small | n/a | qualitative results were incorporated in study’s conclusions. | Low |
| Best graduate online course design | Quantitative, causal comparative, quasi-experimental | graduate level online students | level of knowledge of students | | varied over study | yes | low | small | n/a | none | Low |
| Best strategies to reduce dropout rates in online courses | Quantitative | graduate level online students | Student satisfaction and success rates | | 401 | yes | moderate | medium | n/a | none | Low |
| Online instruction; asynchronous course | Article― correlational in nature; student questionnaires at three points during a single semester | graduate level online students | General models of cognitive, motivational and affective processes may be applicable to computer-related settings. | | 291 | no | moderate | medium | n/a | none | Low |
| Student engagement. | Mixed method | graduate level students and instructors | The quality of learning (student engagement) did not differ significantly between the client class and the web class. | | 61 | yes | low | Small | n/a | none | Low |