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In this study, we provide a more holistic perspective on how to facilitate effective online HE by concurrently examining factors that were hitherto treated separately. In our meta-review, we synthesized insights from 47 literature reviews and meta-analyses published between 2010 and 2022 concerning factors that contribute to effective online HE. Factors were identified at the level of the <jats:italic>course<\/jats:italic> (i.e., a clear structure; challenging, authentic, and inclusive learning activities; high-quality online interaction; and multiple assessment formats), <jats:italic>student<\/jats:italic> (i.e., high self-regulation skills, sufficient digital literacy, and a positive attitude towards online education), <jats:italic>teacher<\/jats:italic> (i.e., online teaching competences and professional development opportunities), and <jats:italic>institution<\/jats:italic> (i.e., an institution-wide vision on online education, adequate technological infrastructure, and accommodating student and teacher support). Further research is needed to better understand how these factors may interact with each other.<\/jats:p>","DOI":"10.1007\/s10758-024-09750-5","type":"journal-article","created":{"date-parts":[[2024,6,13]],"date-time":"2024-06-13T07:01:45Z","timestamp":1718262105000},"page":"171-202","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":23,"title":["What Factors Contribute to Effective Online Higher Education? 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