Summary of articles selected for review
| Study | Summary |
|---|---|
| Dulfer et al. (2024) | Investigates how interaction between learners, instructors, and content in online learning environments affects students’ SB and engagement in higher education |
| Kingsley and Mihai (2023) | Explores how using the Flip platform in online courses can enhance student connection and SB through video-based discussions |
| Guajardo (2023) | This case study from Japan examines how value-creating and critical pedagogy approaches can foster a sense of community and belonging in online university courses during the COVID-19 pandemic |
| Zhou, Li, Xu, Holton, and Sato (2023) | Revealed that study-together groups in online courses improved SB |
| Thacker, Seyranian, Madva, Duong et al. (2022) | Found that interactive synchronous instruction particularly benefits underrepresented students (Black or African American and Hispanic) in STEM courses by cultivating feelings of belonging and engagement during the COVID-19 pandemic. |
| James, Bond, Kumar, Tomlins, and Toth (2022) | Examines how twenty-five educators at an Australian university adapted their teaching practices to maintain student belonging during the transition to online learning during the COVID-19 pandemic |
| Clements et al. (2022) | Revealed that the incorporation of learning assistants in introductory biology courses fostered a sense of course belonging and belonging to STEM |
| Edwards et al. (2022) | Found a recursive relationship between students’ course level social belonging (measured as two separate components: SB and belonging uncertainty) and course performance in online chemistry courses during the COVID-19 pandemic. |
| Thacker, Seyranian, Madva, and Beardsley (2022) | Interviews with twenty-five STEM faculty revealed varying approaches to supporting student belonging during the COVID pandemic, ranging from caring responses to crisis management |
| Cox, Stepovich, Bennion, Fauconier, and Izquierdo (2021) | Analyzed how remote learning during the COVID-19 pandemic differently impacted motivation and SB across various demographics on chemistry courses. It found particular course belonging challenges for females and certain ethnic groups (White/Caucasian and Black/African) |
| Thomas, Herbert, and Teras (2014) | Explores students’ experiences of belonging in online courses and documents the methods instructors use to create belonging in virtual learning environments |
| Cheryan, Meltzoff, and Kim (2011) | Found that the design of virtual classrooms impacts women’s interest and anticipated success in computer science courses by affecting their SB |
| Study | Summary |
|---|---|
| Investigates how interaction between learners, instructors, and content in online learning environments affects students’ SB and engagement in higher education | |
| Explores how using the Flip platform in online courses can enhance student connection and SB through video-based discussions | |
| This case study from Japan examines how value-creating and critical pedagogy approaches can foster a sense of community and belonging in online university courses during the COVID-19 pandemic | |
| Revealed that study-together groups in online courses improved SB | |
| Found that interactive synchronous instruction particularly benefits underrepresented students (Black or African American and Hispanic) in STEM courses by cultivating feelings of belonging and engagement during the COVID-19 pandemic. | |
| Examines how twenty-five educators at an Australian university adapted their teaching practices to maintain student belonging during the transition to online learning during the COVID-19 pandemic | |
| Revealed that the incorporation of learning assistants in introductory biology courses fostered a sense of course belonging and belonging to STEM | |
| Found a recursive relationship between students’ course level social belonging (measured as two separate components: SB and belonging uncertainty) and course performance in online chemistry courses during the COVID-19 pandemic. | |
| Interviews with twenty-five STEM faculty revealed varying approaches to supporting student belonging during the COVID pandemic, ranging from caring responses to crisis management | |
| Analyzed how remote learning during the COVID-19 pandemic differently impacted motivation and SB across various demographics on chemistry courses. It found particular course belonging challenges for females and certain ethnic groups (White/Caucasian and Black/African) | |
| Explores students’ experiences of belonging in online courses and documents the methods instructors use to create belonging in virtual learning environments | |
| Found that the design of virtual classrooms impacts women’s interest and anticipated success in computer science courses by affecting their SB |
Source: Author’s own work
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