From Content Transposition to Effective Learning: Pathways to Quality in Online Higher Education

Abstract

The expansion of online education in higher education, intensified by the COVID-19 pandemic, has highlighted the need to distinguish between structured practices and emergency approaches, and to understand which elements effectively contribute to learning quality. In this context, this narrative review critically analyzed recent literature (2014–2024), aiming to answer the following question: how can technological, pedagogical, and assessment elements be articulated to promote quality online teaching in higher education, going beyond the mere transposition of content and ensuring active and meaningful learning? To this end, the analysis was organized into three interrelated axes: (I) instructional design, which emphasizes the importance of balancing synchronous and asynchronous modalities and managing class size; (II) teacher mediation, which goes beyond content transmission and requires digital competencies for engagement, resource curation, and continuous feedback; and (III) formative assessment, which is consolidated as a driving force for regulating learning processes and developing autonomy, although it still faces practical and cultural challenges. The findings show that the quality of online teaching depends less on technology itself and more on the critical integration of instructional planning, teaching presence, and assessment practices. It is concluded that this articulation, when supported by consistent institutional policies and by valuing the teaching role, represents a promising pathway to transform current challenges into opportunities for educational innovation.