A strong sense of belonging is critical for the motivation, engagement, and academic success of online students. In virtual learning environments, students face unique risks of isolation and disconnection. For faculty and departments working to broaden participation in computing (BPC), fostering belonging online is both an engaging pedagogical choice and an important retention strategy.
Research (Xu & Brown, 2024) indicates that online learners prioritize support from faculty and the institution over peer interactions, which differs from traditional on-campus students (Strayhorn, 2018). Key factors that help foster belonging for online students include faculty and institutional support, meaningful interactions with peers and instructors, and a welcoming and inclusive online environment (Garrison, 2016; Beauchamp et al., 2020).
By implementing the following strategies, you can create a welcoming environment that supports all learners in computing.
Top 10 Ways to Foster Belonging for Online Students
1. Offer a new student orientation or module just for your online students.
Introduce students to your program, staff, and faculty in a virtual space. Share resources, opportunities, and tips that will help them be successful as they navigate an online learning environment (e.g., program requirements, policies and practices, learning management systems, tips from current online students). Connect the orientation with other virtual institutional events, if possible (e.g., checklists for getting started, virtual advising appointments).
2. Provide additional online student-specific programming throughout the year.
Since online learners often prioritize support from faculty and the department, consider creating a virtual lunch-and-learn with a different faculty or staff member once a month. Host a professional development webinar, a virtual career fair, or online coding event. Choose a variety of virtual events and times to host them, mindful that students may have other obligations or responsibilities (e.g., jobs, caregiving).
3. Ensure online students have access to and are aware of campus resources.
From academic support to financial aid and career services, online students need to be aware of and easily able to access a wide range of campus resources. Ensure access to quality technical support, academic advisors, library services, and mental health resources (e.g., teletherapy).
4. Establish a strong faculty presence in courses, especially in fully asynchronous courses.
Instructors should be a visible and consistent presence in the online learning environment by actively participating in discussions, providing regular announcements, and offering prompt feedback.
5. Design intentional student interaction opportunities in online courses.
Incorporate activities like graded discussion forums with thoughtful prompts, collaborative group projects, online study groups, and peer review sessions to encourage interaction amongst peers. Provide scaffolding and structured support within the learning management system to help students learn how to effectively collaborate with each other and complete activities.
6. Host virtual office hours and live sessions, when possible.
Because online learners prioritize faculty engagement, try to offer synchronous sessions such as virtual office hours or live classes in order to facilitate real-time connection. Using breakout rooms in larger classes can also foster smaller, more manageable conversations between students (e.g., pair shares, case studies). Faculty can pop into breakout rooms to work with smaller groups of students, answer questions, and increase connections.
7. Proactively engage online students.
Faculty and staff members should reach out to students individually with personalized invitations to clubs, events, or to check in after a missed class or appointment.
8. Foster digital communities beyond the classroom.
Establish online discussion boards, social events, peer mentorship programs, and student groups for online students to connect with peers and share information.
9. Provide resources and context to faculty and staff about online student needs.
Many faculty and staff may be unaware of online student needs. Create a repository of quick tips they can pull from, develop a student resource module that they can plug into their courses or websites, or provide them with important context at faculty and staff meetings.
10. Collect feedback and data on online student experiences in your program.
Conduct regular surveys, focus groups, or interviews to measure their sense of belonging and use the feedback to improve policies and support systems.
Frequently Asked Questions
How does belonging differ for online vs. on-campus students?
Online learners often prioritize support from faculty and the institution over peer interactions, whereas on-campus students rely more heavily on peer connections for their sense of belonging (Xu & Brown, 2024).
Why is faculty presence important in asynchronous courses?
Because online students value instructor engagement, a visible faculty presence (through videos, posts, and feedback) reduces feelings of isolation and increases student motivation.
How can I make online student collaboration more effective?
Provide structured scaffolding and clear instructions within your LMS to teach students how to collaborate digitally, ensuring that group work is meaningful rather than frustrating.
How can computing departments increase online student retention?
Implementing structured online orientations, providing flexible virtual programming, and creating digital communities beyond the classroom are proven ways to increase retention through belonging.
Sources
Garrison, D. R. (2016). E-learning in the 21st century: A Community of Inquiry framework for research and practice. Taylor & Francis.
Beauchamp, J., Schwartz, E., & Pisacreta, E. D. (2020, August 27). Seven practices for building community and student belonging virtually. Ithaka S+R.
Strayhorn, T. L. (2018). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge.
Xu, L., & Brown, S. (2024). A sense of belonging in online post-traditional students: What matters? Online Learning, 28(3), 326–352.
This resource touches upon several areas from NCWIT’s Undergraduate System Model, including Community & Belonging. To learn more about the model and the six focus areas,
click here.
