Analysed articles are marked with *.
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 1–14.
Anderson, T. (Ed.). (2008). The theory and practice of online learning. Alberta, Canada: Athabasca University Press.
Ashwin, P. (2003). Peer support: Relations between the context, process and outcomes for the students who are supported. Instructional Science, 31(3), 159–173.
Baxter, J. (2012). Who am I and what keeps me going? Profiling the distance learning student in higher education. International Review of Research in Open and Distributed Learning, 13(4), 107–129.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118–126.
*Boyle, F., Kwon, J., Ross, C., & Simpson, O. (2010). Student–student mentoring for retention and engagement in distance education. Open Learning: THe Journal of Open, Distance and e-Learning, 25(2), 115–130.
Brindley, J. E. (2014). Learner support in online distance education: Essential and evolving. In O. Zawacki-Richter & A. Terry (Eds.), Online distance education. Towards a research agenda (pp. 287–310). AU Press.
*Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17(1), 29–42.
*Brown, C. J., & Wilson, C. B. (2016). One university making a difference in graduate education: Caring in the online learning environment. Journal of Holistic Nursing, 34(4), 402–407.
Brown, A., Lawrence, J., Basson, M., & Redmond, P. (2020). A conceptual framework to enhance student online learning and engagement in higher education. Higher Education Research & Development, 1-16.
Cain, D., & Lockee, B. (2002). Student support services at a distance: Are institutions meeting the needs of distance learners? ERIC Documentation Reproduction Service N° ED 468 729.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752.
Clay, M. N., Rowland, S., & Packard, A. (2008). Improving undergraduate online retention through gated advisement and redundant communication. Journal of College Student Retention: Research, Theory & Practice, 10(1), 93–102.
Cocquyt, C., Diep, N. A., Zhu, C., De Greef, M., & Vanwing, T. (2017). Examining social inclusion and social capital among adult learners in blended and online learning environments. European Journal for Research on the Education and Learning of Adults, 8(1), 77–101.
Congos, D., & Stout, B. (2003). The benefits of SI leadership after graduation. Research and Teaching in Developmental Education, 29-41.
Dahlgren, A., Hult, H., Dahlgren, L., Segerstad, H., & Johansson, K. (2006). From senior student to novice worker: learning trajectories in political science, psychology, and mechanical engineering. Studies in Higher Education, 31, 569–86.
*Dollinger, M., Cox, S., Eaton, R., Vanderlelie, J., & Ridsdale, S. (2020). Investigating the usage and perceptions of third-party online learning support services for diverse students. Journal of Interactive Media in Education, 1, 1–9.
Floyd, D. L., & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges, 128, 55–64.
*Gaytan, J. (2015). Comparing faculty and student perceptions regarding factors that affect student retention in online education. American Journal of Distance Education, 29(1), 56–66.
*Gibau, G. S. (2015). Considering student voices: Examining the experiences of underrepresented students in intervention programs. CBE-Life Sciences Education, 14(3), 1–12.
Gibbs, G., Regan, P., & Simpson, O. (2006). Improving student retention through evidence based proactive systems at the Open University (UK). Journal of College Student Retention: Research, Theory & Practice, 8(3), 359–376.
*Glazier, R. A. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4), 437–456.
Grant, R., Olivier, G., Rawlings, C., & Ross, C. (2011). Enhancing the engagement and success of distance students through targeted support programmes. The Open Polytechnic of New Zealand Working paper, 1-19.
Hew, K. F. (2015). Towards a model of engaging online students: Lessons from MOOCs and four policy documents. International Journal of Information and Education Technology, 5(6), 425–431.
*Horvath, D., Stirling, E., Bevacqua, J., Coldrey, M., Buultjens, P., Buultjens, M., & Larsen, A. (2019). Plan, prepare and connect: How investing in understanding and tracking the evolving needs of online students informs the development of targeted programs for transition and success. Journal of University Teaching & Learning Practice, 16(1), 1–14.
House, J. D., & Kuchynka, S. J. (1997). The effects of a freshmen orientation course on the achievement of health science students. Journal of College Student Development, 38(5), 540–542.
*Hsiao, E., & Huang, X. (2019). Strategies to support personal knowledge management using a wiki site in online courses. Journal of Educators Online, 16(1), 1–12.
Hussey, T., & Smith, P. (2010). Transitions in higher education. Innovations in Education and Teaching International, 47(2), 155–164.
Johns, E. M., & Oestreich, S. (2019). On the edge: How to provide course-and program-integrated library support without being embedded. Journal of Library & Information Services in Distance Learning, 13(1–2), 1–20.
Jones, B. D. (2010). An examination of motivation model components in face-to-face and online instruction. Electronic Journal of Research in Educational Psychology, 8(3), 915–944.
Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411.
*Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Rodrigo, C., Sánchez-Elvira Paniagua, A., Santamaría Lancho, M., Vyt, A., & Mellar, H. (2016). Quality assessment for e-learning: A benchmarking approach (third edition) [online]. European Association of Distance Teaching Universities (EADTU). Retrieved from http://e-xcellencelabel.eadtu.eu/images/E-xcellence_manual_2016_third_edition.pdf.
*Kelly, A., Johnston, N., & Matthews, S. (2020). Online self-access learning support during the COVID-19 pandemic: An Australian University case study. Studies in Self-Access Learning Journal, 11(3), 187–198.
*Kumar, S., & Coe, C. (2017). Mentoring and student support in online doctoral programs. American Journal of Distance Education, 31(2), 128–142.
*Kumar, S., & Johnson, M. (2017). Mentoring doctoral students online: Mentor strategies and challenges. Mentoring & Tutoring: Partnership in Learning, 25(2), 202–222.
*Kuo, Y. C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 64(4), 661–680.
LaPadula, M. (2003). A comprehensive look at online student support services for distance learners. The American Journal of Distance Education, 17(2), 119–128.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593–618.
Maunder, R. E., Cunliffe, M., Galvin, J., Mjali, S., & Rogers, J. (2013). Listening to student voices: Student researchers exploring undergraduate experiences of university transition. Higher Education, 66(2), 139–152.
*Marineo, F., & Shi, Q. (2019). Supporting student success in the first-year experience: Library instruction in the learning management system. Journal of Library & Information Services in Distance Learning, 13(1–2), 40–55.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.
*McDougall, J. (2019). ‘I never felt like I was alone’: A holistic approach to supporting students in an online, pre-university programme. Open Learning: THe Journal of Open, Distance and e-Learning, 34(3), 241–256.
McKavanagh, M., & Purnell, K. (2007). Student learning journey: Supporting student success through the student readiness questionnaire. Studies in Learning, Evaluation, Innovation and Development, 4(2), 27–38.
McLean, M. (2004). Does the curriculum matter in peer mentoring? From mentee to mentor in problem-based learning: A unique case study. Mentoring & Tutoring: Partnership in Learning, 12(2), 173–186.
*McLoughlin, C. E., & Alam, S. L. (2014). A case study of instructor scaffolding using Web 2.0 tools to teach social informatics. Journal of Information Systems Education, 25(2), 125–136.
Merrill, B. (2020). Biographical Inquiry: A Collaborative and Egalitarian Approach to Adult Education Research. In B. Grummell & F. Finnegan (Eds.), Doing Critical and Creative Research in Adult Education (pp. 15–24). Leiden, Netherlands: Brill.
Miller, T., & Prince, J. (1976). The future of student affairs. A guide to student development for tomorrow’s higher education. Jossey-Bass.
Moore, M. G., & Kearsley, G. (2012). Distance education: A systematic view of online learning (3rd ed.). Wadsworth Cengage Learning.
Muldoon, R. (2008). Recognising and rewarding the contribution and personal development of peer supporters at university. Journal of Further and Higher Education, 32(3), 207–219.
Muljana, P. S., & Luo, T. (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education Research, 18, 19–57.
*Netanda, R. S., Mamabolo, J., & Themane, M. (2019). Do or die: Student support interventions for the survival of distance education institutions in a competitive higher education system. Studies in Higher Education, 44(2), 397–414.
*Nicholas, D. B., Fellner, K. D., Frank, M., Small, M., Hetherington, R., Slater, R., & Daneman, D. (2012). Evaluation of an online education and support intervention for adolescents with diabetes. Social Work in Health Care, 51(9), 815–827.
*Nichols, M. (2010). Student perceptions of support services and the influence of targeted interventions on retention in distance education. Distance Education, 31(1), 93–113.
Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663–672.
Öztok, M. (2019). The hidden curriculum of online learning: understanding social justice through critical pedagogy. Routledge.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computer Education, 54(1), 222–229.
Pinchbeck, J., & Heaney, C. (2017). Case report: The impact of a resubmission intervention on level 1 distance learning students. Open Learning: THe Journal of Open, Distance and e-Learning, 32(3), 236–242.
*Purnell, K., McCarthy, R., & McLeod, M. (2010). Student success at university: Using early profiling and interventions to support learning. Studies in Learning, Evaluation, Innovation and Development, 7(3), 77–86.
Reay, D. (2003). A Risky Business? Mature Working-class Women Students and Access to Higher Education. Gender and Education, 15(3), 301–17.
Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 33–51.
Rice, M., Lowentha, P., & Woodley, X. (2020). Distance education across critical theoretical landscapes: Touchstones for quality research and teaching. Distance Education, 41(3), 319–325.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417.
Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60, 333–341.
*Robb, C. A., & Sutton, J. (2014). The importance of social presence and motivation in distance learning. The Journal of Technology, Management, and Applied Engineering, 31(2), 2–10.
Rotar, O. (2020). A missing element of online HE students’ attrition, retention, and success: an analysis through a systematic literature review (Working Paper No. 3). Retrieved from https://www.lancaster.ac.uk/educational-research/research/centre-for-higher-education-research-and-evaluation/working-papers/
Rovai, A. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1–16.
Rumble, G. (2000). Student support in distance education in the 21st century: Learning from service management. Distance Education, 21(2), 216–235.
Russo-Gleicher, R. J. (2013). Qualitative insights into faculty use of student support services with online students at risk: Implications for student retention. Journal of Educators Online, 10(1), 1–32.
Ryan, Y. (2004). Pushing the boundaries with online learner support. In J. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 125–134). Bibliotheks und Informations system der Universität Oldenburg.
Sewart, D. (1993). Student support systems in distance education. Open Learning: THe Journal of Open, Distance and e-Learning, 8(3), 3–12.
Simpson, O. (2003). Student retention in online open and distance learning. Kogan Page.
Simpson, O. (2004). The impact on retention of interventions to support distance learning students. Open Learning: THe Journal of Open, Distance and e-Learning, 19(1), 79–95.
Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support? Open Learning: THe Journal of Open, Distance and e-Learning, 23(3), 159–170.
*Sisselman-Borgia, A. G., & Torino, G. C. (2017). Innovations in experiential learning for adult learners. Journal of Applied Learning in Higher Education, 7, 3–13.
*Smailes, J., & Gannon-Leary, P. (2011). Peer mentoring—Is a virtual form of support a viable alternative? Research in Learning Technology, 19(2), 129–142.
Sorensen, C., & Donovan, J. (2017). An examination of factors that impact the retention of online students at a for-profit university. Online Learning, 21(3), 206–221.
Stone, C. (2017). Opportunity through online learning: Improving student access, participation and success in higher education (NCSEHE 2016 Equity Fellowship Final Report). Perth: Curtin University, National Centre for Higher Education. Retrieved from https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access- participation-success-higher-education/
Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges and transformations. Student Success, 10(2), 1–11.
Stone, C., & O'Shea, S. (2019). Older, online and first: Recommendations for retention and success. Australasian Journal of Educational Technology, 35(1), 57–69.
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Tett, L. (2000). ‘I’m Working Class and Proud of It’ – Gendered Experiences of Non-traditional Participants in Higher Education. Gender and Education, 12(2), 183–94.
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*Uribe, S. N., & Vaughan, M. (2017). Facilitating student learning in distance education: A case study on the development and implementation of a multifaceted feedback system. Distance Education, 38(3), 288–301.
*Walsh, C., Mital, A., Ratcliff, M., Yap, A., & Jamaleddine, Z. (2020). A public-private partnership to transform online education through high levels of academic student support. Australasian Journal of Educational Technology, 36(5), 30–45.
*Walters-Archie, A. (2018). Academic support for online students in the English-speaking Caribbean at the University of the West Indies Open Campus. Journal of Further and Higher Education, 42(6), 868–878.
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*Whitelock, D., Thorpe, M., & Galley, R. (2015). Student workload: A case study of its significance, evaluation and management at the Open University. Distance Education, 36(2), 161–176.
Williford, A. M., Chapman, L. C., & Kahrig, T. (2001). The university experience course: A longitudinal study of student performance, retention, and graduation. Journal of College Student Retention: Research, Theory & Practice, 2(4), 327–340.
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Zawacki-Richter, O., & Anderson, T. (2014). Online distance education: Towards a research agenda. AU Press.
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