Sense of belonging predicts perceived helpfulness in online peer help-giving interactions

Jeng, Amos; Bosch, Nigel; Perry, Michelle

doi:10.1016/j.iheduc.2022.100901

Cited by 7 publications

(2 citation statements)

References 78 publications

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“…Similarly, other studies have found that peer learning support improved student confidence (Hilsdon, 2014) and ability to self-regulate when adjusting to the pressures of studying at university (Räisänen et al, 2021Won et al, 2018. Peer learning support programs build a sense of belonging for students by facilitating informal interactions with their peers to make new friends and share challenges with those who have had similar study experiences, and connecting students to other relevant support services at an institution (Jeng et al, 2023;Masika & Jones, 2016;Maunder, 2018). Such interactions are especially critical for first-year students and those from traditionally underrepresented groups in higher education to feel welcomed and supported (Ribera et al, 2017).…”

Section: Introductionmentioning

confidence: 87%

Just in time, just for you: Growing a Peer Learning Program

Sullivan,

Franulovich,

Matthews

et al. 2024

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Peer learning programs are well established as an effective approach to improving students’ learning and wellbeing. However, they can be difficult to implement and grow in practice. This paper describes the introduction of a “just-in-time, just-for-me” Peer Skills Advisers program and how it has evolved over the last five years. The peer staff found that the role improved their sense of belonging and employability, but observed that it is challenging to set boundaries with students. The program grew steadily over time as students and staff became more aware of the service, although there is still room for growth in online support.

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Section: Introductionmentioning

confidence: 87%

Just in time, just for you: Growing a Peer Learning Program

Sullivan,

Franulovich,

Matthews

et al. 2024

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“…12, Special Issue, jotlt.indiana.edu Research has shown that students who establish a strong sense of belonging in online courses tend to exhibit superior academic performance, greater retention in their chosen field of study, and heightened enjoyment coupled with reduced anxiety (Brodie & Osowska, 2021;Edwards et al, 2022). Conversely, feelings of alienation in online classrooms can negatively impact knowledge sharing intention, the quality of assistance provided, and the level of social support (Liu & Zhang, 2020;Jeng et al, 2023). In light of these findings, it is clear that we need to harness technology's potential to foster connections among students in the virtual classroom.…”

Section: Dickmanmentioning

confidence: 99%

Forging Connections and Fostering Belonging: The Role of Positive Psychology in the Virtual Classroom

Dickman

2023

JoTLT

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Technology has expanded the landscape of higher education. The ability to learn almost anything from anywhere at any time has impacted educational attainment, particularly for those who lacked access in the past. Many who enter the virtual classroom, however, do not stay. Completion rates for online learning fall short, especially when compared to in-person experiences. For all its advancements, online learning has also created a chasm in human connection that influences learning. We are not made to connect through wires. Though we may espouse having multitudes of “friends” online, developing a true sense of belonging and connection must be purposefully developed when working through a screen and keyboard. This reflective essay interrogates the use of technology in higher education and encourages the inclusion of positive psychology practices to bridge the gap of human connection that is an integral part of student success.

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