Although much research has focused on factors that contribute to effective online education in higher education (HE), insights remain scattered. In this study, we provide a more holistic perspective on how to facilitate effective online HE by concurrently examining factors that were hitherto treated separately. In our meta-review, we synthesized insights from 47 literature reviews and meta-analyses published between 2010 and 2022 concerning factors that contribute to effective online HE. Factors were identified at the level of the "course" (i.e., a clear structure; challenging, authentic, and inclusive learning activities; high-quality online interaction; and multiple assessment formats), "student" (i.e., high self-regulation skills, sufficient digital literacy, and a positive attitude towards online education), "teacher" (i.e., online teaching competences and professional development opportunities), and "institution" (i.e., an institution-wide vision on online education, adequate technological infrastructure, and accommodating student and teacher support). Further research is needed to better understand how these factors may interact with each other.