Abstract
A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learners’ satisfaction and reduced attrition rates. Some researchers even assert that learners are unable to fulfil the goals of higher education without acquiring a SoB. This article recognises that SoB can help promote and consolidate learning and seeks to specify how tutors may nurture online learners’ SoB. An adapted version of the Community Inquiry Framework (CoIF) is used to frame specific suggestions for action. This revision of the well-known Framework focuses upon the overlapping intersections of the three Presences, entitled Influences: ‘Trusting’, ‘Meaning-making’ and ‘Deepening understanding’. For each Influence, guidance illustrated by examples is offered, leading to particular suggestions that concentrate upon the promotion of a sense of belonging as an important aspect of the online tutor’s facilitative activities.
Highlights
A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learner satisfaction, and reduced attrition rates
We currently are engaged in developing a practicable research methodology through two projects that will involve interviewing student volunteers to enable them to assist in action-research analyses of positive and negative examples of impact from SoB on their learning and learning experience
The previous sections have addressed tutoring presence in promoting social and cognitive presences in pairs to generate SoB, but in most cases the presences should be viewed as interlocking in a trio or necklace of influences that together generate the full, central educational experience through their combination (Peacock & Cowan, 2016)
Summary
Many published definitions can be found on the concept of sense of belonging (SoB), in an educational context. It involves feelings of being accepted, needed, and valued. It includes feelings of fitting in and being connected to a group, class, subject, institution, or all of these (Goodenow 1993b; Tovar & Simon, 2010; Vaccaro, Daly-Cano, & Newman, 2015). Many learners find the thought of posting on an online discussion forum to be daunting and view online group work as threatening (Baxter, 2012; Khan, Egbue, Palkie, & Madden, 2017; Whittaker, 2015) Such feelings, if dominant, certainly can inhibit a learner’s SoB, which will impact their ability to succeed
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
