Presentation Description
Brekhna Jamil1
Susie Schofield2 and Mandy Moffat2
1 Khyber Medical University
2 University of Dundee
Susie Schofield2 and Mandy Moffat2
1 Khyber Medical University
2 University of Dundee
Background:
A sense of belongingness (SoB) is one of the most important requirements for students in all types of learning situations, including online distance learning. Many of the existing SoB scales are available for programs offered on campus. However, these cannot be used to evaluate programs offered through online distance learning. This study aims to develop a validated tool for measuring the SoB in postgraduate online distance learners.
Methods:
The study was done in three phases. In the first phase, a qualitative study was conducted to explore the concept of belongingness in postgraduate online distance learning. In the second phase, a consensus was established on the sense of belongingness questionnaire items using the Modified Delphi Technique using two rounds, and in the third phase a psychometric validation was performed.
A sense of belongingness (SoB) is one of the most important requirements for students in all types of learning situations, including online distance learning. Many of the existing SoB scales are available for programs offered on campus. However, these cannot be used to evaluate programs offered through online distance learning. This study aims to develop a validated tool for measuring the SoB in postgraduate online distance learners.
Methods:
The study was done in three phases. In the first phase, a qualitative study was conducted to explore the concept of belongingness in postgraduate online distance learning. In the second phase, a consensus was established on the sense of belongingness questionnaire items using the Modified Delphi Technique using two rounds, and in the third phase a psychometric validation was performed.
Results:
Six themes emerged: Convenience and Flexibility, e-immediacy, Technology and Accessibility, Virtual Community Building, Communication, and Comfort and Support. Initially, 67 items were created under these themes. After the Delphi process with 51 and 43 experts respectively, 43 items reached consensus. Content validity by 33 experts reduced items to 37. Following cognitive interviews with 14 students, the list expanded to 40. Reliability and construct validity were confirmed from 894 online postgraduate students, achieving a Cronbach’s Alpha of 0.95.
Six themes emerged: Convenience and Flexibility, e-immediacy, Technology and Accessibility, Virtual Community Building, Communication, and Comfort and Support. Initially, 67 items were created under these themes. After the Delphi process with 51 and 43 experts respectively, 43 items reached consensus. Content validity by 33 experts reduced items to 37. Following cognitive interviews with 14 students, the list expanded to 40. Reliability and construct validity were confirmed from 894 online postgraduate students, achieving a Cronbach’s Alpha of 0.95.
Conclusion:
A promising new SoB scale for postgraduate online learners was developed with promising initial validity and reliability. Additional research is needed to enhance its generalizability across diverse institutions and online program types.
A promising new SoB scale for postgraduate online learners was developed with promising initial validity and reliability. Additional research is needed to enhance its generalizability across diverse institutions and online program types.
Keywords:
sense of belonging; postgraduate; online learning; distance learning; belongingness
sense of belonging; postgraduate; online learning; distance learning; belongingness
References (maximum three)
1. Zhao, L., & Kuh, D. (2017). Learning online: Evaluating the student experience. Journal of Distance Education, 31(2), 45-58.
2. Brown, M., & Lee, M. J. (2015). The influence of online community on perceived belonging and commitment to course. Online Learning Journal, 19(4), 9-29.
3. Peters, K., & Kumar, V. (2019). Student engagement in online learning: What works and why. Distance Education Quarterly, 66(3), 21-40.