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The physical “brick and mortar” classroom is starting to lose its monopoly as the place of learning. The Internet has made online learning possible, and many researchers and educators are interested in online learning to enhance and improve student learning outcomes while combating the reduction in resources, particularly in higher education. It is imperative that researchers and educators consider the effectiveness of online learning compared to traditional face-to-face format and the factors that influence the effectiveness of online courses. This study examines the evidence of the effectiveness of online learning by organizing and summarizing the findings and challenges of online learning into positive, negative, mixed, and null findings. Particular attention is paid to the meta-analyses on the effectiveness of online learning, the heterogenous outcomes of student learning and the endogenous issue of learning environment choice. Taken as a whole, there is robust evidence to suggest online learning is generally at least as effective as the traditional format. Moreover, this body of literature suggests that researchers should move beyond the “no significant difference” phenomenon and consider the next stage of online learning.

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