This literature review by Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, and Liu examines research on online teaching and learning, focusing on four main topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The review found that most studies were descriptive and exploratory, with a lack of consistency in terminology. Online students are predominantly nontraditional and Anglo American, and few universities have comprehensive policies or technical support for faculty and students. Asynchronous communication facilitates in-depth discussions, and students prefer self-paced learning. Learning outcomes are similar to traditional courses, but students with prior computer training are more satisfied with online courses. The review highlights the need for continued research to inform effective online teaching practices and to test learning theories and models in the context of course design.This literature review by Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, and Liu examines research on online teaching and learning, focusing on four main topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The review found that most studies were descriptive and exploratory, with a lack of consistency in terminology. Online students are predominantly nontraditional and Anglo American, and few universities have comprehensive policies or technical support for faculty and students. Asynchronous communication facilitates in-depth discussions, and students prefer self-paced learning. Learning outcomes are similar to traditional courses, but students with prior computer training are more satisfied with online courses. The review highlights the need for continued research to inform effective online teaching practices and to test learning theories and models in the context of course design.