OLCreate: Sense of Belonging Developing a Sense of Belonging in online distance learning

Course description
Course content
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- Purpose of this toolkit
  Purpose of this toolkit
  The toolkit is aimed at tutors and course teams who are interested in developing Sense of Belonging (SoB) for students engaged in online distance learning. It contains practical suggestions for online tutors about how to develop Sense of Belonging, opportunities to learn from others, a tool to help with evaluating and reflecting on Sense of Belonging and a short synthesis of relevant literature.
  
  The toolkit was created by a project team comprising of staff from five higher education institutions in Scotland: the University of Dundee, Edinburgh Napier University, the Open University in Scotland, Queen Margaret University and the University of the Highland and Islands. Funding for the work was provided by QAA Scotland as part of their Enhancement Theme Collaborative Cluster programme.
Course learning outcomes
Those who are new to sense of belonging should be able to:
- Explain what it is and why it is important in higher education
- Identify features that they could implement to promote sense of belonging online.
- Identify suggestions for enhancement of their present practice
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Course content

Introduction
ExpandIntroduction
The toolkit has been designed for tutors who are engaged with online and distance education who are interested in understanding and developing Sense of Belonging (SoB) for their learners.
- Introduction Page
  At some moment in our lives there are times when we have felt like we ‘belonged’ or not. It is something we might know when we are experiencing it. Depending on our point of view and/or character, Sense of Belonging (SoB) might mean: a sense of comfort; when we can be ourselves; when we feel confident; when we know we can make mistakes and that is okay; when we feel supported and valued and so on.
  Think back to a time when you felt like you belonged? What did it feel like?  Conversely, what did it feel like if you were ever in a situation where you did not belong?
  Translating a collection of subjective feelings into something mutable, something we can create and develop in higher education is therefore a tricky task.  This is made more difficult when we try to do this in an online and distance learning context.  Nevertheless, it is something that we have striven to do in this Toolkit.  To help us deal with the complexity we decided that the definition offered by Goodenow (1993) would be our starting point:
  “(B)eing accepted, valued, included, and encouraged by others (teachers and peers) in the academic classroom and of feeling oneself to be an important part of the life and activity of the class. More than simple perceived liking or warmth, it also involves support and respect for personal autonomy and for the student as an individual (p.25)”.
  This toolkit then offers a number of ways in which we can help nurture a Sense of Belonging with our online and distance learning students. It also provides case study examples where SoB was deliberately built into the design and delivery of courses, some video testimony from tutors and a student discussing SoB and a short literature review.  Finally, a tool has been developed that aims to help course teams and tutors evaluate their own provision and practice.
  We hope that this work will provide some interesting pointers for practice and stimulate discussion about how to create a SoB in online and distance learning that can be built upon and developed as the field matures.
Practical Advice on Sense of Belonging
ExpandPractical Advice on Sense of Belonging
This section offers some practical tips and suggestions on how to create Sense of Belonging in your online distance course.
Institutional Case Studies
ExpandInstitutional Case Studies
The institutions who collaborated to produce the toolkit describe some experiences in creating and fostering Sense of Belonging through their own practice.
- University of Dundee Book
  Masters in Medical Education
  This case study is from a completely online postgraduate programme for healthcare professionals who may be based anywhere in the world. Key to creating a sense of belonging on this programme has been creating clear student cohorts so that students move through a module together, and the use of small group exercises to allow the sharing of personal experiences and stories that are key to establishing a relationship of trust between students and staff.
  Contributor: Dr Susie Schofield
- The Open University in Scotland Book
  Module - S111 - Questions in Science
  S111 Questions in Science is a 60 credit module that is an entry to sciences degree within the Open University. Key to creating a sense of belonging within this module is the creation of tutor groups of around 20 students which are the main focus of the teaching. Synchronous interactive tutorials held throughout the duration of the module also help to cement relationships between staff and students as the module progresses.
  Contributor: Dr Linda Thomson
- Queen Margaret University Book
  MSc in Professional and Higher Education
  This case study is from a completely online postgraduate programme for teaching professionals who may be based anywhere in the world. Key to creating a sense of belonging on this programme has been the high levels of interactivity that are built into all parts of the programme, beginning with an induction module that all students complete prior to enrolment. Students work in pairs and in groups to complete learning tasks as part of all of their modules, all of which can contribute to portfolio summative assessments.
  Contributors: Dr Susi Peacock and Dr Lindesay Irvine
- University of the Highlands and Islands Book
  Applied Music BA Hons
  This case study from the University of the Highlands and Islands explains the development of a highly networked and online Applied Music programme. Students based at campuses across the Highlands and Islands, and in and around Glasgow are taught using a mixture of face to face and online delivery. Key to creating a sense of belonging on this programme are face to face and virtual residencies in which students come together and collaborate on practical tasks.
  Contributor: Anna-Wendy Stevenson
A synthesis of key concepts and literature
ExpandA synthesis of key concepts and literature
This brief review seeks to provide an introduction to key concepts and selected literature and research relating to sense of belonging. This includes the implications for student engagement, well-being and achievement both generally and in relation to online learning. The list of references provided includes a number of annotated entries relating to particularly useful further reading
- A synthesis of key concepts and literature Book
Evaluating and Reflecting on Sense of Belonging
ExpandEvaluating and Reflecting on Sense of Belonging
This part of the Toolkit encourages course teams and tutors to reflect and evaluate how Sense of Belonging is incorporated into their provision.