Thoughts on belonging for online postgraduate learners

Last week I attended the first CROPSNet Conference, Driving Progress in Online Postgraduate Taught Education, and was thrilled to hear from staff and students who share my commitment and passion for fostering community and belonging in Higher Education. Belonging in online education is something I’ve been thinking about a lot recently and I left feeling energised by the conversations and inspired by the possibilities of how Space to Belong could enhance the student experience for online PGT learners.

Access and Opportunity

PGT online learners are a strikingly driven and diverse group. They are making a significant investments in themselves and their education, often while juggling demanding personal and professional responsibilities. Online learning opens up transformative access and choice to higher education for students across the globe. It offers flexibility and unlocks opportunities that once felt out of reach - especially for those balancing study with work, family, and / or other commitments and circumstances.

The Challenge of Isolation

While online study offers flexibility and access, it can also bring feelings of isolation and loneliness. It is clear that across the sector there is a lot of good practice already in place (peer mentoring, virtual coffees, dedicated student success advisors), alongside a genuine desire to understand how increased community and belonging can be fostered for online learners.

Student Voice

A moment that really stood out for me was the student panel discussion. We heard directly from four alumni, two of whom had managed parenting and part-time work alongside their online PGT studies. I asked whether they would have found it helpful to have an informal, institution-facilitated online meet-up for student parents. Lily's response “Yes! I wish we’d met before, Laricia” - was to the point, and I guess, just as I had expected. It reinforced what I know about creating spaces for shared lived experiences.

Space to Belong Spotlight

My exchange with the student panel members has left me inspired and curious about the potential impact of creating online spaces for specific cohorts of learners - student parents, disabled students, students with caring responsibilities, those in different time zones, neurodivergent students, to name but a few. I see the power of these shared spaces in person all the time, and I’m more convinced than ever that they could be just as impactful online, offering this wonderfully diverse community of learners some of the belonging and peer support that drives student wellbeing and success.

If you're interested in how facilitated group spaces for certain groups of students can enhance the student experience and foster community and belonging, you may also find helpful:

• my blog post: Why offer supported group spaces to students

• my Times Higher Education article: Supported social groups and student belonging: how do I get started?

• my consultancy services

Space to Belong offers expert guidance and bespoke online facilitation tailored to your student population. Please get in touch if you're interested in working together or simply connecting over a shared interest in this field.