Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives

BMC Medical Education

Research Article

Clarice Tang¹  Rebecca Gordon¹  Belinda Kenny¹  Stefania Penkala¹  Nikki Tulliani¹  Leigha Dark¹  Nicole Peel¹  Caterina Tannous¹  Liz Thyer¹  Yu-Ting Sun¹  Rosalind Bye¹ 

[1] School of Health Sciences, Western Sydney University, Sydney, NSW, Australia;

关键词: Health;    Higher education;    Mixed methods;    Sense of belonging;    Situated learning theory;    Undergraduate;   

DOI  :  10.1186/s12909-023-04061-2

 received in 2022-02-18, accepted in 2023-01-26,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe 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 away from in-person to online learning. Using the situated-learning framework, 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.MethodsWe 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.Results179 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.ConclusionWhile 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.

【 授权许可】

CC BY   
© The Author(s) 2023

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