Systematic Literature Review –

An Investigation into the Challenges and Solutions of

e-learning in Tertiary Institutions during the COVID-19
Pandemic
 Agenda

❖ Background
❖ Research Questions
❖ Review Method
❖ Literature Review
❖ Results and Discussion
❖ Conclusion
❖ Lessons Learnt
❖ Questions

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 Background

❖ Background
• 1900s (1960s and 1980s) – introduction and development
of online communities
• March 2020 – Coronavirus pandemic
‒ Highly contagious
‒ Social distancing protocols implemented
‒ Education institutions closed indefinitely
‒ Early phases:
o Approximately 146 countries, with 67.7% of student population
affected
‒ Recent phases:
o Approximately 250 million students still affected
‒ Many tertiary institutions have transitioned from predominantly
face-to-face to online learning
‒ Main issue highlighted: The Digital Divide

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 Background

❖ Background
• Digital Divide: “the gap between areas or groups of people
with access to the internet and modern information and
communications technology (ICT) and those have limited or
no access”
• Online institutions better coped with the change than
traditional tertiary institutions
‒ Resources such as internet access and personal computers
were unavailable/difficult to attain
‒ Limited access to innovations such as Zoom, Google Meets
and Blackboard (for class attendance)

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 Systematic Literature Review

❖ Systematic Literature Review (SLR)

• A study of available literature centered around an identified
topic which aims to answer specific research questions
• Follows specific search and review methodology
• Evaluates data from reputable databases such as Scopus,
against inclusion/exclusion criteria and identifies patterns in
literature
• Results in reliable and valid data, with low risk of bias
• Assists with identifying gaps in available research

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 Systematic Literature Review

❖ Aim of Review
1. Provide a holistic view of various e-learning implementation
strategies utilised within tertiary institutions during the
Covid-19 pandemic

2. Provide implementation ideas to students and educators for

easier adaptation to online learning through understanding
the barriers which exist

3. Identification of research opportunities, which may provide

valuable insight into teaching and learning globally

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 Research Questions

❖ Research Questions
1. The move from face-to-face learning to online learning was
a necessity for preservation of health of university students
and staff. What were the main challenges highlighted with
regards to this move?

2. How were the challenges to online learning in the context of

tertiary institutions, during the COVID-19 pandemic, being
addressed?

3. What innovative teaching methods have been employed to

assist with e-learning?

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 Review Method

❖ Search Strategy and Keywords

• Database used: Scopus
• Boolean search operators and keywords utilised

Boolean Search syntax Scopus Syntax No. Hits

“Online learning” AND TITLE-ABS-KEY (“Online learning” AND

(“technology” OR “innovation”) (“technology” OR “innovation”)) AND 3884
PUBYEAR > 2012

“Online learning” AND TITLE-ABS-KEY (“online learning” AND 3446

(“challenges” OR “digital divide”) ("challenges" OR "digital divide"))

• Abstracts skimmed to determine compliance with

inclusion/exclusion criteria

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 Review Method

❖ Search Strategy and Keywords

• Inclusion criteria:
‒ Publish date: 2017 – 2021
‒ Written in English
‒ Referring to the tertiary education phase and/or the digital
divide
‒ Evaluating the approach to online learning during the COVID-
19 pandemic
‒ Discussing innovative teaching methods
• Exclusion criteria:
‒ Papers not in English
‒ Papers relating only to the primary and secondary educational
phases
‒ Papers with no relation to the context of the review questions

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 Review Method

❖ Screening and Selection

• Compilation of screening table:
‒ Literature review question(s)
‒ Inclusion and exclusion criteria. This is as determined in the
search strategy
‒ Author and journal name
‒ Topic/ title of article
‒ Indication of inclusion/exclusion decision
‒ Notes or comments about the article
• Established connection between similar ideas

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 Review Method
Stage 1 Records identified (based on
key word search and title)
n= 130

Stage 2
Exclusion of records based on
simple criteria (date, language,
full text availability)

n = 105

Stage 3
Screening of Abstracts

n = 90

Exclusion based on document

Exclusion based on
type (conference papers/book
educational phase discussed
sections excluded)

Stage 4 Filter articles according to RQ

relevance

n = 37

Stage 5 Screening table populated for n = 23

Challenges of online Learning
full text article selection
n = 30

RQ 1
Requirements for successful n = 11
online learning

Articles included in study

Stage 6 n = 22

RQ 2
Proposed solutions to
n = 30 challenges

RQ 3
Innovations and teaching n= 6
methods

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 Review Method

❖ Data Extraction and Quality Assessment

• Data extraction tools: Atlas.ti and Microsoft Excel
• Compilation of author matrix:
‒ Author(s) and year of publication
‒ Topic/focus of study
‒ Conceptual/ theoretical framework of study
‒ Research methodology used
‒ Context/ setting of study
‒ Main ideas, findings and conclusions
‒ Gaps in research/ shortcomings/ alternative areas of research

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 Review Method

❖ Data Extraction and Quality Assessment

• Quality assessment to determine reliability and relevance of
article content according to:
‒ Relevance to the defined research question
‒ Sampling method
‒ Generalisability
‒ Participants
‒ Group comparisons

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 Review Method

❖ Methods of Analysis and Synthesis

• Analysis done on extracted data using concept matrix:
‒ Main concepts identified in the author matrix
‒ Elements for further discussion
‒ Author(s) of each article
‒ Theme selected for the literature review, to which the concept
identified is applicable
• Main themes identified:
‒ Challenges of online learning
‒ Requirements for success of online learning
‒ Solutions to challenges of online learning
‒ Innovations and teaching methods employed to assist with
online learning

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Literature Review Results and Discussion

❖ Literature Review Results

• Year of Publication

Year of Publication
25

20
No. of articles

15

10

0
2021 2020 2019 2017
Year

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Literature Review Results and Discussion

❖ Literature Review Results

• Country of Origin

Country of origin of literature

7
6
No. of Articles

5
4
3
2
1
0

Country

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Literature Review Results and Discussion

❖ Literature Review Results

• Thematic Distribution of Literature

No. of articles contributing to main themes

Innovations and teaching methods employed

7
to assist with online learning

Solutions to challenges of online learning 21

Requirements for success of online learning 11

Challenges of online learning 22

0 10 20 30

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Literature Review Results and Discussion

❖ Discussion of Results
• Online/ E-learning:
‒ Utilisation of technology to participate in learning activities
• Requirements for Success of Online Learning
‒ Committed Student Mindset
o Student mindset affecting: motivation and class attendance
o Mental wellness affects adaptation
o Mental health struggles experienced by students in various countries
o Implementation of mental wellness program was suggested
‒ Digital Literacy
o Technological competency
o Direct-positive relationship: socio-economic status and digital literacy
o Pandemic response highlighted this relationship

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Literature Review Results and Discussion

❖ Discussion of Results
• Requirements for Success of Online Learning
‒ Access to Technology and Infrastructure, Guidance and Technical
Support
o E-learning foundation: access to computer devices, internet, helpdesks
o Saudi Arabian students: positive online learning outcomes linked to
technological support
o South Korea: difficult initial e-learning stages, but improved with additional
support/guidance
o Emphasis placed on E-learning workshops for educators
‒ Government/University Intervention
o Improvement of network infrastructure and access to technological
equipment
o Longer term: implement systemic and cultural change to educational
approach

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Literature Review Results and Discussion

❖ Discussion of Results
• Challenges of Online Learning
‒ Primary and Secondary Digital Divide and Data Costs
o Primary – access to internet and technology
o Secondary – scarcity of skills and competence
o Tertiary – Utility gap
o Students from lower income backgrounds predominantly affected
o Wealthier families were able to afford learning resources
o Bangladesh/South Africa/ Sudan/Malaysia: adequate access to
equipment, but data costs/infrastructure were a barrier
‒ Quality of Course Content/ Inadequately-Equipped Lecturers
o Challenges: poor quality content and inadequate teaching approach
o Minimal guidance for educators regarding online teaching methods
o Cannot apply traditional teaching methods to online learning

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Literature Review Results and Discussion

❖ Discussion of Results
• Challenges of Online Learning
‒ Methods of Assessment
o Validity of online testing was questioned
o Fairness of testing questioned due to digital divide
o Difficult to remain on par with regular classes – learners from rural
areas
‒ Adaptation to Home Studies by Students
o Environmental and personality factors were challenges for students
o America/Nigeria/Philippines: household distractions and
responsibilities posed study disruptions
‒ Governmental Contribution
o Inadequate contribution was a challenge in some countries
o Ireland: National Broadband Plan initiated to widen internet access
to students
o Initiated in 2012 – to be completed in 2020 – extended to 2026
o Bangladesh: weak technical support available by government
o South Africa: need for online workshops to increase learner and
educator competency
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Literature Review Results and Discussion

❖ Discussion of Results
• Solutions to Challenges of Online Learning
‒ Curriculum Amendments
o Course delivery: structured course plan, minimal deviation,
evaluate e-learning approaches
o Course design: measurable learning outcomes, support creative
and high-level thinking, clear course schedules
o Assessment: exam assignments, online proctoring tools
o Videos for hands-on instruction
o Virtual classrooms: real-time teaching sessions
o Flipped classrooms: pre-recording and distributing content
‒ E-learning Workshops for Students and Educators
o China: requirement for all educators to attend e-learning workshops
o Offer modules focusing on computer literacy, technology
management and e-learning methods

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Literature Review Results and Discussion

❖ Discussion of Results
• Solutions to Challenges of Online Learning
‒ Digital Blind spots and Methods of Address
o South Korea/ South Africa: provision of laptops and subsidized
data packages to disadvantaged students
‒ Cultivation of a Strong Online Community for Teachers and
Students
o Encouragement of student engagement, collaboration, virtual
communities
o Personality of students affected learning capabilities:
o Introverted students preferred online learning
o Extroverted students felt uneasy and isolated

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Literature Review Results and Discussion

❖ Discussion of Results
• Innovative teaching/learning methods
‒ Thinking-Based Instruction Theory
o Influenced curriculum design in China
o Micro-courses offered in Primary and Secondary schools
o Basis: learning and thinking models to develop thinking
methodologies to learn different disciplines
o Emphasis is placed on curriculum objectives and flexible
knowledge application
o Four aspects considered in development of course content:
stimulating interests, “big” ideas, facilitating active thinking,
consideration of cognitive development for content inclusion
o Multiple benefits realized
‒ Blended learning
o Integration of traditional learning and online delivery
o Example: recording real-time lessons and sharing content

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 Conclusion

❖ Strengths
• Literature considered included studies and other literature reviews
o Findings consistent with one or more identified themes – reliable data
‒ Participant samples from various countries and demographics
considered
❖ Limitations
‒ Single journal database used (Scopus)
‒ Studies predominantly conducted on developing countries
o Challenges faced in developed countries require further research
❖ Future Work
‒ Challenges on e-learning in less practical fields such as commerce
‒ Influence of culture on home-studying
‒ Comparison of e-learning readiness between educators in
developed and developing countries

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 Lessons Learnt

❖ Effectively search for reliable literature data based on a topic

❖ Various tables in Excel taught me how to efficiently and effectively
filter and summarize data according to applicable criteria
❖ Able to identify poor quality data
❖ The use of Atlas.ti was one of the most important lessons
• Optimized analysis of a large data set
• Patterns were easy to visualize and identify
❖ Improvement of time management and planning skills
❖ Stronger confidence in my writing and research abilities
❖ I am competent in compiling a comprehensive systematic literature
review

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QUESTIONS?

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