Abstract
Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates’ online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and have identified three significant themes: interaction/engagement, the culture of the learning, and support. These early findings highlight the importance of these three themes in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions; they will be of interest to all engaged in online education.
Highlights
Over the last two decades, there has been a continuing interest in online learning, with numbers of online courses expected to grow further as institutions reach out to more diverse markets (Allen & Seaman, 2013)
All 12 respondents identified sense of belonging as important to them as online learners, as it could prevent isolation. One opined that it is essential for all learners, but more so for online learners, as they are remote and lack the regular meeting and socialisation of face-to-face delivery of learning
Respondents variously believed that a sense of belonging was a “feeling” of being part of a community, of belonging to a group of learners with a common goal, and of engaging with learning materials and other learners and tutors
Summary
Over the last two decades, there has been a continuing interest in online learning, with numbers of online courses expected to grow further as institutions reach out to more diverse markets (Allen & Seaman, 2013) Nowadays, it is common for students, especially those studying online, to be employed in a profession but seeking further development, possibly for accreditation. Online learning can provide a flexible learning space, allowing learners access to educational opportunities while continuing to fulfil their various professional and familial responsibilities (O’Shea, Stone, & Delahunty, 2015). By studying in this nurturing environment with like-minded peers, learners can broaden and deepen the skills and abilities required in their chosen career pathways. Online learners often report feelings of being “out of their depth,” as well as being underconfident in their academic skills and abilities (Baxter, 2012)
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