Time to (Re-)Think Online Learning and Teaching in Higher Education?: Towards the Enhancement of a Sense of Belonging and Student Engagement and Participation in an Online Context

Chikwa, Gladson ORCID: https://orcid.org/0000-0002-8707-8147, Zhu, Xia, Al-Aufi, Asma and Aljaser, Anfal M. (2025) Time to (Re-)Think Online Learning and Teaching in Higher Education?: Towards the Enhancement of a Sense of Belonging and Student Engagement and Participation in an Online Context. In: Innovations in Pedagogical Practice and Curriculum Development in Higher Education: Contemporary Global Perspectives. Emerald Publishing Limited, pp. 3-16. ISBN 9781835495063

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Abstract

Online learning and teaching continue to gain traction in the higher education landscape. The COVID-19 pandemic has been a catalyst for change in the way university educators across the globe approach learning and teaching activities. Anecdotally, higher education institutions (HEIs) worldwide have been compelled to embrace technology and offer their students an online learning experience. Some important questions have arisen regarding the effectiveness of online learning and teaching. For instance, how can we foster the development of a sense of belonging in an online environment? How can we promote student engagement and participation in online contexts? This chapter combines reflections of four educators (the authors) and ideas from extant literature to provide practical strategies for developing a sense of belonging and enhancing participation in online contexts. Based on extant literature, the chapter discusses different principles derived from online design models including the community of inquiry, Gilly Salmon's five-stage model, and the conversational framework that the authors consider to be critical for promoting student engagement and participation in online learning environments.