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ABSTRACT

Amid the digital transformation of higher education, fostering deep learning–emphasizing higher-order thinking, autonomy, and knowledge transfer–has become a critical reform goal. The small private online course (SPOC) model, known for its interactivity and personalized support, shows strong potential to promote deep learning. However, prior research remains fragmented and lacks systematic integration. This study addresses the gap by conducting a systematic review of 37 empirical studies published between 2020 and 2025. Using preferred reporting items for systematic reviews and meta-analyses for screening and the mixed methods appraisal tool for quality appraisal, the review synthesizes findings across five dimensions: conceptualization, effectiveness, methodology, influencing factors, and theoretical foundations. Results reveal that 35 studies affirm SPOC’s effectiveness in enhancing deep learning, particularly in cognitive development, self-regulation, and engagement. Key enablers include task design, instructor facilitation, and platform feedback systems. The review concludes that SPOC serves as a viable pedagogical model for advancing deep learning in higher education and offers practical guidance for researchers and educators.

Keywords: SPOC model, deep learning, higher education, blended learning, systematic review, instructional design, educational technology