A synthesis of key concepts and literature

A sense of belonging (SoB) is a recognised and valued concept in education, associated with increased student attainment, improved learner satisfaction and lowered attrition rates (O’Keefe, 2013). Widely accepted as a key indicator of and contributing factor to successful social integration within educational contexts (Tinto, 1993), a ‘sense of belonging’ is supported and developed through perceived and experienced feelings of social support, connectedness, and ‘mattering’ (Strayhorn, 2012). Some scholars, including the aforementioned, assert that learners are unable to fulfil to their full personal potential the academic and wider developmental opportunities offered through higher education without acquiring a SoB early in their engagement. Learners with a SoB are usually more motivated, more engaged with their studies and, reflecting the link between belonging and identity, have a strong belief that they can and will achieve (Matheson & Sutcliffe, 2017; Meehan & Howells, 2018). It is widely accepted nowadays that a SoB should be generated purposefully in order to address learners’ well-documented feelings of isolation, marginalisation, alienation and loneliness. Researchers (especially those in the US, such as Ostermann (2000), and Freeman et al. (2007)), have reported findings for campus-based learners confirming a link between SoB and improved academic engagement and achievement, heightened self-confidence and self-efficacy.

These outcomes may also be the experience of learners in any online learning environment, and indeed are desirable for them. However, online learning differs significantly from traditional classroom-based learning. The digital learning space is not contained within walls, and defined seating arrangements are replaced by informal discussion fora brought electronically to the learners’ personal spaces. Academic staff are not always present in person, with inputs now commonly offered as pre-recorded inputs on video. Enrolment, course choice and assignments are all processed digitally. In particular, the formal and informal face-to-face contacts with peers and tutors, which have been found to contribute so much to the development of relationships on campus on which a sense of belonging is founded (Simpson, 2003; Strayhorn, 2012; Tinto, 1993;), are rare and not as naturally occurring online. This raises a critical issue concerning the availability and facilitation of equivalent kinds of formal and informal interactions in the online context (Martinez, 2003; Muse, 2003; Thomas et al, 2014). Thus online learning, especially in the initial stages, calls upon learners (and particularly those new to online study) to be orientated towards and prepared for handling academic procedure and forms of engagement with peers, tutors and resources in new ways, including learning to study online and understanding the nature and challenges of ‘being’ and ‘belonging’ online.

3. Effects of Sense of Belonging in campus-based provision

3.3. Engagement and wellbeing

Other factors and impacts associated with a SoB include the enhancement of learner motivation, clear perceptions of the value of academic tasks, academic self-confidence, self-esteem and self-efficacy (Freeman, Anderman, & Jensen, 2007; Goodenow, 1993; Ostermann, 2000; Thomas, 2012a). SoB has also been associated with an enhanced ability to self-advocate and self-regulate (Vaccaro et al., 2015). Several studies have explored the perceptions, attitudes and experiences of full-time campus-based learners in relation to SoB (Hausmann et al., 2009; Locks et al., 2008; Maestas et al., 2007; Tovar & Simon, 2010). Within this area of the research to date, learners claiming a strong SoB associate this with feeling satisfied, free from stress, and being comfortable and happy in their learning situations. Furthermore, they consider that their beliefs are aligned with the social and cultural values of their university, and hence they are often more motivated to engage wholeheartedly in their studies (Hoffman et al., 2002-2003). Such learners often unequivocally stress the importance of feeling cared for and mattering to one or more people in their group or community, who in turn matter to them (Strayhorn, 2012).