Category: annotated bibliography

The quantitative study found that an online training program focused on trust and belongingness for teachers had significant positive effects across several psychological variables that were used to measure participating teachers’ individual well-being. The variables included belongingness, connectedness, and teacher’s self-efficacy. The results indicated that fostering trust and a sense of belonging in school communities…

This US-based study of the social organization of online learning environments during the COVID-19 pandemic indicates that students’ sense of belonging and inclusion varied by race, gender, and whether instructional modality was synchronous or asynchronous. Opportunities for discussion, interaction with peers, and feeling that one’s racial or ethnic group was represented in the curriculum were…

This article focuses on Malaysian adult learners’ sense of belonging when studying remotely. Findings indicate that these adult distance learners experienced a sense of belonging through an annual campus meeting, the e-Learning platform, and peer support. However, overall, it notes that they also felt a sense of isolation among their peers in these distance-learning programs.…

Mature-aged students in regional and remote Australia often feel invisible, misunderstood, and undervalued within the university landscape. However, some students report feeling visible and known. Factors associated with inclusion and belonging include study mode, socio-economic status, mental health conditions, and available supports. Qualitative analysis reveals that connections with university staff, familiarity with systems and places,…

Teaching-only faculty are facing challenges in delivering evidence-based teaching through engaging with the scholarship of teaching and learning (SoTL). This transition is often poorly supported and undertaken in isolation. To address this, a faculty learning community (FLC) was formed to provide a space for sharing challenges and practical support for engaging in SoTL. The FLC…

This China-based study concludes that ethnic college students’ online learning emotional participation differs significantly from that of Han students, particularly in their sense of belonging. The study outlines a theoretical model of online learning emotional participation with four dimensions: learning interest, self-efficacy, self-worth, and sense of belonging. Analysis of survey data revealed structural and quantitative…

The focus of this paper is on sense of belonging’s relationship to the conceptualization of ‘grit’ in the e-learning portal environment. The study found that a sense of belonging positively impacts usage, which in turn positively impacts performance. However, grit – as framed by the study – was found not to moderate the relationship between…

The study found that the shift to remote learning during the COVID-19 pandemic had a differential impact on students based on their demographics. Sophomore students reported the greatest decrease in motivation and satisfaction with their performance. Female students experienced lower motivation and a diminished sense of belonging in the course and STEM fields. Black/African students…

This paper builds on the premise that fostering a sense of belonging is crucial for online learners, as it enhances their enjoyment, reduces anxiety, and decreases attrition rates. However, it notes that existing guidance on supporting student communities tends to focus on traditional, full-time, and younger students, often neglecting or invisibilizing older, globally dispersed, time-constrained…

A sense of belonging (SoB) is crucial for student success in campus-based and online learning, as it is linked to improved academic performance, higher learner satisfaction, and reduced attrition rates. This study explores how online tutors can nurture learners’ SoB, using an adapted version of the Community of Inquiry framework (CoIF) that focuses on three…