Designing for Student Engagement in Online Higher Education: A Recent Review of Instructional Design, Interactive Pedagogies, and Learner Support
Abstract
Student engagement in online higher education involves how learners participate in course activities, interact with others and sustain their effort over time. This review examines the relationship between instructional design, interactive pedagogies and learner support through a structured Scopus search and integrative thematic synthesis of 53 publications from 2023-2026. The evidence covered fully online and distance courses, emergency remote teaching, and online components of blended or campus-based courses. Clear navigation, accessible resources and explicit expectations helped students organise independent study and enter learning activities. Learner choice and flexible formats were valuable alongside guidance that clarified assessment requirements. Engagement in active and collaborative tasks varied with their purpose, intellectual demand, sequencing and coordination. Interactive tools supported practical application and peer exchange, while unclear roles and excessive participation requirements could reduce the perceived value of activities. Timely, specific feedback and responsive facilitation were associated with progress review, self-regulation and continued involvement. Learners valued personalised communication and opportunities to contribute, which they linked to belonging and feeling heard. Teaching presence was expressed through these practices, although its direct association with engagement varied across studies. Findings on gamification and analytics-based feedback varied across engagement dimensions and academic outcomes; greater activity or higher grades did not consistently indicate stronger engagement. Work commitments, language, digital readiness and scheduling demands shaped the accessibility and perceived value of participation opportunities. Online course design should therefore coordinate clear guidance and flexible access with purposeful activities, manageable participation requirements and feedback that students can apply before the next task. Evaluating behavioural, cognitive and affective engagement alongside learning outcomes can help instructors adjust these arrangements to their learners and educational context.