A Systematic Review of Online Persistent Learning: Methodologies, Findings and Issues
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| Title: | A Systematic Review of Online Persistent Learning: Methodologies, Findings and Issues |
|---|---|
| Language: | English |
| Authors: | Gaojun Shi (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(2):395-422. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Electronic Learning, Academic Persistence, Educational Research, Research Methodology, Barriers, Evaluation |
| DOI: | 10.1111/bjet.70036 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Online persistent learning is a significant and growing field of study. Despite the numerous published studies on this topic, there is a notable lack of comprehensive reviews that analyse these studies, particularly in terms of their methodologies, findings and the issues reported by researchers. This study aims to systematically review twenty-seven papers on online persistent learning, evaluating them across nine dimensions. It offers a synthesized conceptualization of OPL that clarifies its scope, variability and core components and identifies key patterns related to learning environments, research designs, pedagogical strategies and technological applications. The results show that most studies focus on higher education students, employ short- to medium-term course durations and rely heavily on quantitative methods such as log data analysis. Assessment, engagement, interaction and discussion are frequent strategies to support online persistent learning, whereas the use of tools remains limited. Based on these results, this study highlights two key gaps. First, AI-supported learning activities remain limited, making it challenging to sustain learner persistence. Second, there is a lack of mixed-method and longitudinal research designs necessary to examine the dynamic nature of OPL. For researchers, this underscores the need for more integrative and longitudinal investigations to capture the nuanced processes underlying persistence. For practitioners, the findings suggest that persistence is not merely a function of platform or content design but is closely tied to how learning activities are supported and personalized. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496243 |
| Database: | ERIC |
| Abstract: | Online persistent learning is a significant and growing field of study. Despite the numerous published studies on this topic, there is a notable lack of comprehensive reviews that analyse these studies, particularly in terms of their methodologies, findings and the issues reported by researchers. This study aims to systematically review twenty-seven papers on online persistent learning, evaluating them across nine dimensions. It offers a synthesized conceptualization of OPL that clarifies its scope, variability and core components and identifies key patterns related to learning environments, research designs, pedagogical strategies and technological applications. The results show that most studies focus on higher education students, employ short- to medium-term course durations and rely heavily on quantitative methods such as log data analysis. Assessment, engagement, interaction and discussion are frequent strategies to support online persistent learning, whereas the use of tools remains limited. Based on these results, this study highlights two key gaps. First, AI-supported learning activities remain limited, making it challenging to sustain learner persistence. Second, there is a lack of mixed-method and longitudinal research designs necessary to examine the dynamic nature of OPL. For researchers, this underscores the need for more integrative and longitudinal investigations to capture the nuanced processes underlying persistence. For practitioners, the findings suggest that persistence is not merely a function of platform or content design but is closely tied to how learning activities are supported and personalized. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70036 |
