Students' Collaborative Epistemic Strategies in a MOOC Learning Environment

Belonging in Higher Education: A Twenty Year Systematic Review

“…The thematic analysis of challenges and barriers to belonging in higher education settings reveal overlaps that highlight the interconnected nature of these obstacles. For example, studies such as those by Crawford et al (2022), Keyser et al (2022), andSingh (2022) illustrate how the exclusion of diverse student groups, lack of opportunities for connection, especially during remote learning induced by the COVID-19 pandemic, and the absence of supportive relationships with educators and peers form a complex web that hinders the pursuit of belonging among students. These barriers are not experienced in isolation but are deeply interwoven, affecting students across various demographics, including those from marginalised backgrounds, non-traditional students, and those engaging in remote learning.…”

“…Four studies (12.12%) described how technology could be used to facilitate student belonging to higher education. Singh (2022) reported on the value of online collaborative meetings and Rockinson-Szapkiw et al ( 2014) reported on the value of web-based social media systems to support doctoral students' sense of belonging and connectedness to higher education. Andrew et al (2021) provided clear examples of effective use of technology to garner belongingness: creating opportunity for audio and video interactions, utilising text chat, developing interactive group work activities (e.g., breakout rooms, polls, quizzes, and whiteboard discussions).…”