In this study, we employed a survey and used a mixed-methods approach to examine the extent to which our online post-traditional students feel accepted and valued; how their identifies such as academic program, gender, and race are related to belonging; and what to do to foster connections among the learners.
Examination of Sense of Belonging in Online Post-Traditional Students: What Matters and How to Foster Connections?
Sense of belonging refers to the degree to which a student feels accepted, valued, and respected, and it can serve as a crucial indicator of how well students are supported and included at their institution. Research has shown that a strong sense of belonging is associated with improved learning outcomes, higher levels of engagement, and increased persistence towards completing one's degree program. However, while various factors that influence online students' sense of belonging have been identified, little is known about how these factors affect the sense of belonging of online post-traditional learners, who represent a significant portion of undergraduate students. To address this gap, this study aimed to examine the sense of belonging of online post-traditional students and to identify the factors that impact their sense of belonging. The study also intended to develop innovative strategies to foster connections among learners. Specifically, the study aimed to answer the following three research questions:
R1: Do our online post-traditional students report a sense of belonging and how the identifies of the students such as academic disciplines, race, and gender relate to belonging, satisfaction, and persistence?
R2: What are the critical factors that underlie a sense of belonging for our students?
R3: How to foster connections and improve sense of belonging among our students?
To approach the questions, we conducted a survey to collect data from our online post-traditional students. The survey questionnaire was designed to measure students’ sense of belonging using the University Belonging Questionnaire (UBQ) (Salten et al., 2018) and the Math Sense of Belonging Scale (MSBS) (Good et al., 2012), both of which are validated survey instruments to measure sense of belonging. Our research survey also included 10 questions that allowed students to define their identities including academic program, race, and gender. We distributed the survey online using Qualtrics, downloaded the survey responses in an Excel file, and used a mixed-methods approach to analyze the data. Our study focused on students enrolled in Computer Science, Applied Computing, Human Services, and Family Studies & Human Development, which represent a subset of our college programs.
To investigate the factors that impact online post-traditional students' sense of belonging, we used Python libraries to analyze the survey data for statistical significance. To find out correlations between variables in the study, we applied Spearman's Rho correlation test for non-continuous variables and Pearson's correlation test for continuous variables. Additionally, we employed Mann-Whitney U test to compare means between groups and paired t-test to compare measures within a group. We considered a test result statistically significant if the p-value (p) was less than 0.05. To analyze the qualitative data from open-question answers in the survey, we used provisional coding with a list of code developed based on Garrison’s CoI elements (Garrison, 2016) and Swail’s Geometric Model of Student Persistence and Achievement (Swail, 2003).
In Fall 2021 and Spring 2022, we collected 53 completed student responses from our online post-traditional students who agreed to participate in the study. To measure students' sense of belonging, we created three distinct scores: Direct, UBQ, and Alternative. We determined the Direct score based on a set of five direct questions that asked students to rate their agreement with statements related to feeling a sense of belonging in their classes, feeling that they matter, and feeling connected to other students, faculty, and staff. We calculated the UBQ score using responses to the UBQ questions, and the Alternative score based on the MSBS questions. By using multiple measures, we aimed to capture the nuances of students' sense of belonging and to provide a more comprehensive understanding of this complex construct.
Our analysis of the survey data revealed several important findings related to the three research questions. Firstly, all three belonging scores indicated that our students reported a sense of belonging, but there were significant differences in both Direct and UBQ scores between white and non-white students. We didn’t observe any significant differences between groups based on academic disciplines or gender. Secondly, we identified that university support and acceptance, university affiliation, and faculty/staff relations had significant positive correlations with students' sense of belonging. However, white students reported feeling less university affiliation and less support and acceptance compared to their non-white peers. Furthermore, the survey data showed that students' satisfaction was positively correlated with their sense of belonging. In addition, while students reported feeling more connected to faculty and staff than to their peers during their online learning experiences, computing students reported greater levels of peer interactions than applied science students. Lastly, based on our findings, we proposed strategies at three levels - system, pedagogy, and people - to enhance online post-traditional students' sense of belonging and foster connections.
Level of Participation:
This session is structured into four parts: Firstly, the presenter will ask the audience about their experiences or thoughts on the sense of belonging topic. Secondly, the presenter will present the research study and the findings. Thirdly, the presenter will encourage the participants to ask questions and share their thoughts on the research findings. Lastly, the presenter will wrap up and summarize the takeaways from discussion. Especially, the audience will discuss innovative strategies to foster connections and unite online learners based on the research findings.
Session Goals:
Individuals who attend this session will be able to gain insight on sense of belonging among online post-traditional students. Participants will identify factors that matter to foster sense of belonging in online programs and discuss innovative strategies for establishing meaningful connections to online post-traditional students in higher education.
References:
Garrison, D. R. (2016). E-learning in the 21st century: A framework for research and practice. (3rd Ed.), New York, NY: Routledge.
Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of personality and social psychology, 102(4), 700.
Slaten, C. D., Elison, Z. M., Deemer, E. D., Hughes, H. A., & Shemwell, D. A. (2018). The development and validation of the university belonging questionnaire. The Journal of Experimental Education, 86(4), 633-651.
Swail, W.S. (2003). Retaining minority students in higher education: a framework for success. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series. Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.