How Online Learning Environments During COVID-19 Impacted University Students’ Sense of Belonging: A Qualitative Analysis

Andrea Moore, University of Southern California
Alejandra Barreto, University of Southern California
Lana Bridi, University of California, San Diego
Zachary Spencer Dunn, University of Southern California
Ven Taylor, University of Southern California
Amanda Vanni, University of Southern California

https://doi.org/10.9743/JEO.2025.22.1.16

Abstract

Research has shown that a sense of belonging is predictive of college student success; however, few studies have examined the factors influencing students’ sense of belonging in a remote learning setting. This qualitative study sought to examine what influenced students’ sense of belonging throughout the period of remote learning during the COVID-19 pandemic. Eight focus groups were conducted with 42 graduate and undergraduate students at a large private university. Results indicated students found belonging through shared identities and experiences, and some features of the online setting provided opportunities for connecting. Conversely, the online setting posed barriers to belonging, including diminished social connection with peers and structural inequities within the institution that were exacerbated by the remote environment.