A critical review of research on synchronous instructor presence in online learning: Elusive evidence and mixed results.
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| Title: | A critical review of research on synchronous instructor presence in online learning: Elusive evidence and mixed results. |
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| Authors: | Krebs-Lazendic, Lidija1 (AUTHOR) l.krebs-lazendic@unsw.edu.au, Dello Stritto, Mary Ellen2 (AUTHOR) maryellen.dellostritto@oregonstate.edu, Park, Enoch3 (AUTHOR) Enoch.Park@charlotte.edu |
| Source: | Quarterly Review of Distance Education. 2026, Vol. 27 Issue 1, p86-104. 19p. |
| Subject Terms: | *Online education, *Academic achievement, Evidence gaps |
| Abstract: | Purpose: While research has shown a positive correlation between instructor presence and student learning outcomes, the role of instructor synchronous activities in online courses remains underexplored. This review addresses that gap by critically evaluating the literature on synchronous instructor presence and its impact on student learning. Design/methodology/approach: Originally intended as a meta-analysis, this review followed a systematic search process aligned with the US Department of Education (2020) and the PRISMA guidelines (Page et al., 2021). Due to a limited number of studies on synchronous instructor presence, inconsistent definitions, diverse study designs and variable outcome measures, meta-analysis was deemed unfeasible. The review proceeded as a critical synthesis of the existing research. Findings: From the initial pool of 7,591 studies published between 2010 and 2022, only ten met the criteria for inclusion in the critical review: seven examined course grades and three examined grade distributions. None satisfied the stricter criteria for meta-analysis. Most studies lacked a standardized definition, valid effect size reporting and consistent methodological rigor. Originality/value: This review highlights a significant gap in the current evidence and calls for more robust, clearly defined and methodologically sound research on synchronous instructor presence. It underscores the need for improved reporting practices to enable future meta-analyses and evidence-informed practice in online education. [ABSTRACT FROM AUTHOR] |
| Copyright of Quarterly Review of Distance Education is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192013192 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A critical review of research on synchronous instructor presence in online learning: Elusive evidence and mixed results. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Krebs-Lazendic%2C+Lidija%22">Krebs-Lazendic, Lidija</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> l.krebs-lazendic@unsw.edu.au</i><br /><searchLink fieldCode="AR" term="%22Dello+Stritto%2C+Mary+Ellen%22">Dello Stritto, Mary Ellen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> maryellen.dellostritto@oregonstate.edu</i><br /><searchLink fieldCode="AR" term="%22Park%2C+Enoch%22">Park, Enoch</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> Enoch.Park@charlotte.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Quarterly+Review+of+Distance+Education%22">Quarterly Review of Distance Education</searchLink>. 2026, Vol. 27 Issue 1, p86-104. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: While research has shown a positive correlation between instructor presence and student learning outcomes, the role of instructor synchronous activities in online courses remains underexplored. This review addresses that gap by critically evaluating the literature on synchronous instructor presence and its impact on student learning. Design/methodology/approach: Originally intended as a meta-analysis, this review followed a systematic search process aligned with the US Department of Education (2020) and the PRISMA guidelines (Page et al., 2021). Due to a limited number of studies on synchronous instructor presence, inconsistent definitions, diverse study designs and variable outcome measures, meta-analysis was deemed unfeasible. The review proceeded as a critical synthesis of the existing research. Findings: From the initial pool of 7,591 studies published between 2010 and 2022, only ten met the criteria for inclusion in the critical review: seven examined course grades and three examined grade distributions. None satisfied the stricter criteria for meta-analysis. Most studies lacked a standardized definition, valid effect size reporting and consistent methodological rigor. Originality/value: This review highlights a significant gap in the current evidence and calls for more robust, clearly defined and methodologically sound research on synchronous instructor presence. It underscores the need for improved reporting practices to enable future meta-analyses and evidence-informed practice in online education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Quarterly Review of Distance Education is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192013192 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 86 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Evidence gaps Type: general Titles: – TitleFull: A critical review of research on synchronous instructor presence in online learning: Elusive evidence and mixed results. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Krebs-Lazendic, Lidija – PersonEntity: Name: NameFull: Dello Stritto, Mary Ellen – PersonEntity: Name: NameFull: Park, Enoch IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15283518 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: Quarterly Review of Distance Education Type: main |
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