Belonging In Distance Learning: A Preliminary Review Of Students’ Perspectives

Abstract

With Industrial Revolution 4.0, distance education is becoming a standard in higher education. One of the dynamics of distance education is that it allows the pursuit of education without the need for learners to displace themselves. It offers the flexibility of time and space in which traditional education is constricted. Previous studies have discovered that learning improves when there is a sense of belonging in the distance education community. Despite this, distance education is not omnipotent. Although it is convenient, the issue of effectiveness often comes into question. Previous research has shown that the lack of belonging is one of the causes of ineffectiveness in terms of satisfaction, graduation on time, dropout rates and learning outcomes in distance education. The formula for effective learning has consequently become a battle between belonging and isolation. This is problematic because, essentially, learners are expected to self-study in distance education. As a conceptual study, this paper investigates students’ experiences in distance education through a preliminary qualitative survey for descriptive purposes. The preliminary study identified three major themes relating to the sense of belonging in distant learning for the students: the distance learning approach, self-study practice; and the balance between study, work and life. In general, students do not feel predominantly isolated by distance learning but this preliminary study shows that further research needs to be conducted to ascertain the link between these themes and the sense of belonging in distance learning.