A sense of belonging among Australian university students

Gijn-Grosvenor, Evianne L. van; Huisman, Penelope

doi:10.1080/07294360.2019.1666256

Cited by 51 publications

(28 citation statements)

References 39 publications

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“…We are aware that some themes identi ed may be considered artefacts of the COVID-19 pandemic and the associated rapidity of the move to online teaching and learning. Nonetheless, our ndings align with previous commentary in this area and contribute valuable insights for the clinical health sciences student population, reinforcing the continued need for study into how to address and develop an online sense of belonging [1,8,9].…”

Section: Discussionsupporting

confidence: 82%

“…Concerningly, our ndings suggested that when students 'log on' for a class, the opportunity to engage in any form of unintentional learning experience was immediately replaced with a purposeful interaction bracketed within a nite timeframe. Our ndings indicated students gained a strong understanding and knowledge of their future professions suggesting that online classes met some of the needs of knowledge transfer and development, but it was the serendipitous connections before, after and between classes that no longer existed and, their absence limited a pivotal social aspect of belonging [9]. Consequently, the academic-student relationship became more important, developing into a proxy peer relationship for some students who had no other peer supports.…”

Section: Discussionmentioning

confidence: 87%

“…It develops when values are shared and when students feel validated, signi cant and not just another 'face in the crowd' [7]. Having a common agenda and shared experiences of hardship further encourages student peer interactions [8] and helps to create social connection [9]. Developing a sense of belonging is crucial during the rst year of higher education [5,6], particularly at a time when changes are occurring to existing relationships with family and friends.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

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Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift from face-to-face to online learning. Our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

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Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Tang

Thyer

Bye

et al. 2022

Preprint

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show abstract

“…With the cultural expectations and financial necessity of immediately securing employment following studies (Nairn & Higgins, 2007;Tinker & Elphinstone, 2014), university students face increased pressure to succeed. In the absence of appropriate institutional and interpersonal support, there is a heightened risk students will depart prematurely (van Gijn-Grosvenor & Huisman, 2020). The median attrition rate of Australian universities is 18.8% with firstyear students at particularly high risk of early withdrawal (Tertiary Education Quality and Standards Agency, 2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging

Kahu

Ashley

Picton

2022

SUCCESS

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Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. Foregrounding student voice, this research explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson’s (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students’ sense that university, their discipline, and courses were “right” for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers need to monitor and foster academic belonging in first-year students.

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“…Krause and Coates (2008) describe engagement as "a broad phenomenon that encompasses academic as well as selected non-academic and social aspects of the student experience" (p. 493). Many researchers have emphasised the importance of social connection and engagement to enhance university success (Attree & Small, 2013;Cooper, 2021;van Gijn-Grosvenor & Huisman, 2020). Connectedness is one of the five senses for student success proposed by Lizzio (2006) who argues that students with stronger connections with peers and staff at the university are more likely to be successful learners.…”

Section: Introductionmentioning

confidence: 99%

On-Campus Students Moving Online During COVID-19 University Closures: Barriers and Enablers

Attree

2021

SUCCESS

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This practice report shares the experiences of on-campus students enrolled in their second or third year of undergraduate business studies at Charles Sturt University, Australia as they moved to online study during the COVID-19 shutdowns. It details both the barriers and enablers to successful study the students identified. Barriers included loss of support networks, online fatigue, and technology connectivity. Enablers for success included empathic and understanding staff; clear directions; and, engaging, interactive delivery of the online learning activity. The report concludes with recommendations for future practice in assisting on-campus learners with the transition from a physical to a virtual learning environment. In particular, a strong teacher presence is recommended to foster the development of an engaged learning community where student-to-student interactions are facilitated and students feel supported and connected.

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A sense of belonging among Australian university students

Cited by 51 publications

References 39 publications

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Impact of Online Learning on Sense of Belonging Among First Year Clinical Health Students During COVID-19: Student and Academic Perspectives

Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging

On-Campus Students Moving Online During COVID-19 University Closures: Barriers and Enablers

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