Background: COVID-19 has increased the need for online education. Despite this increase in demand, there are various shortcomings like firsthand experience of technology among students and transition in teaching among teachers. Objective: This systematic review aimed to identify and enlist the enablers and barriers to online education at the university level in India. Methodology: An extensive search was conducted in PubMed, Scopus, Web of Science, and IEEE. Five reviewers independently screened title abstracts and full texts. The review included primary research articles that were published between 1985 and 2023. Gray literature was not included in the study. Data was extracted and summarized in Microsoft Excel. Results: Thirty studies among 164 records discussed the enablers and barriers to online education among Indian university students. Twenty-two studies were quantitative in design. Twenty-six of them included students’ perspectives. Transition from traditional classrooms, internet inaccessibility, unavailability of gadgets, and lack of interaction were a few barriers to online education. Training to faculty and asynchronous teaching were considered as enablers of online education. Discussion: Internet connectivity which had been considered as an enabler before the pandemic has been considered as a barrier post-pandemic. Few perspectives of teachers contradict that of students. In-depth analysis of students and the teachers’ perspectives will help enhance the effectiveness of online education.
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