Despite the rise of online education, student isolation remains a challenge. This study explores how a structured virtual community impacts social interaction and belonging among online students. Findings will be shared in an Education session, offering insights into best practices to foster connection and improve learning outcomes in online environments.

The rapid expansion of online education has brought numerous benefits, but it has also raised concerns about student isolation and disconnection (Rush, 2015; Tang et al., 2023). Recent research by Ajayi et al. (2024) has identified several key components contributing to students' sense of belonging in online learning environments, with student community emerging as the most significant predictor. This study builds on these findings to explore the impact of a virtual community initiative on social interaction and isolation reduction among online students across various disciplines.
This research is grounded in the Community of Inquiry (CoI) framework (Garrison et al., 2000), which posits that meaningful online learning occurs through the interaction of three core elements: cognitive presence, social presence, and teaching presence. The CoI framework is particularly relevant to online education, where critical thinking, social interaction, and guided instruction are crucial for academic development. By leveraging the CoI framework, we aim to enhance the overall learning experience and sense of community among online students.

This study aims to implement and evaluate a structured virtual community program over one academic semester, while also assessing the roles of comfort level, instructor facilitation, and collaboration. The virtual community initiative will be implemented using Yellowdig (https://www.yellowdig.co/), a platform designed to increase student engagement and build community in online learning environments. YYellowdig offers several unique features that distinguish it from general social media groups. Unlike platforms such as Facebook or Google Chat, Yellowdig is purpose-built for education, with features specifically designed to enhance learning outcomes in academic settings. It incorporates gamification elements like points and badges to encourage participation and increase student engagement. Yellowdig facilitates continuous peer-to-peer interactions, which moves it beyond the limitations of traditional discussion boards to foster ongoing conversations and community building. The platform also provides enhanced content organization, robust analytics for tracking student engagement, and seamless integration with learning management systems.

Methodology:

This study will use an explanatory sequential mixed-methods research design. This design allows us to use qualitative data to explain and interpret the quantitative results (Creswell & Creswell, 2018). The target population for this study consists of graduate students enrolled in fully online degree programs across at a public university in the United States. Convenience sampling will be used for both phases of the study.

Study Phases:

This study will consist of two phases:
Phase 1 (Quantitative): We will collect data from approximately 100 online students across various disciplines through pre- and post-intervention surveys.
Phase 2 (Qualitative): Following the quantitative phase, we will conduct semi-structured interviews with a subset of 20 participants to explore their experiences in depth.


Research Questions:
1. To what extent does the Virtual Community Initiative alleviate feelings of isolation among online students?
2. What strategies and features within the Virtual Community Initiative are most effective in enhancing social interaction and reducing isolation among online students?
3. How do factors such as comfort level, instructor facilitation, and collaboration within the Virtual Community Initiative influence online students' overall sense of belonging?

The findings from this study will contribute to the growing body of literature on online education by providing empirical evidence on the effectiveness of targeted virtual community initiatives. The explanatory sequential design will allow us to measure the impact of the initiative on alleviating feelings of isolation and enhancing social interaction, while also examining the influence of factors such as comfort level, instructor facilitation, and collaboration on students' overall sense of belonging. These insights will help clarify the mechanisms through which virtual communities affect students' online learning experiences.

Takeaways:

1. Understand the critical role of student community in fostering a sense of belonging among online students, as identified by previous research and further explored in this study.

The concept of student community has emerged as the strongest predictor of sense of belonging in online education (Ajayi et al., 2024). This finding aligns with earlier research by Berry (2017a) and Chatterjee and Correia (2020) who emphasized the importance of building learning communities in education. Student community in online environments encompasses various elements, including peer-to-peer interactions, shared experiences, and the development of supportive networks (Delahunty et al. 2014; Rovai, 2002; Stone & Springer, 2019). These community-building aspects are particularly crucial in online education where the cultivation of collaboration and shared values not only enhances the learning experience but also prepares students for future professional interactions. This study builds on these findings by implementing and evaluating a structured virtual community initiative designed for online students across various disciplines. By focusing on enhancing student community, we aim to address the persistent challenge of student isolation in online education, as highlighted by Rush (2015) and others.

2. Gain insight into the potential effectiveness of virtual community initiatives in reducing feelings of isolation and enhancing social interaction among online students.
Virtual community initiatives offer promising avenues for addressing isolation and promoting social interaction among online students. This study aims to explore the impact of a structured approach to virtual community building, incorporating elements such as peer mentoring programs and tags in the virtual environment called Yellowdig (https://www.yellowdig.co/). By using an explanatory sequential mixed-methods design, we aim to not only measure the impact of the initiative but also understand the mechanisms through which it influences student experiences (Creswell & Creswell, 2018).

3. Recognize the multi-faceted nature of sense of belonging in online education, including the relative importance of factors such as student community, comfort level, instructor facilitation, and collaboration.
Sense of belonging in online education is a complex, multidimensional construct influenced by various factors. This study, building on the work of Ajayi et al. (2024), examines four key components: student community, comfort level, instructor facilitation, and collaboration. While the student community has emerged as the strongest predictor of sense of belonging, other factors play significant roles (Ajayi et al., 2024). Students' comfort level, which refers to their ease of navigation within the online learning environment and confidence in using digital tools, can significantly impact their ability to engage fully in online coursework (Tang et al., 2023).
Instructor facilitation also contributes to fostering a sense of belonging. Peacock and Cowan (2019) highlighted the importance of "teacher presence" in online communities of inquiry, which demonstrate how instructors can promote connectedness through their interactions and course design. This aligns with Garrison's (2017) Community of Inquiry framework, which emphasizes the critical role of teaching presence in online learning environments.
Collaboration, while showing a weaker correlation in some studies, remains an important factor. Chatterjee and Correia (2020) and Kumi-Yeboah et al. (2017) argued that collaborative activities are essential for creating a sense of presence in online teaching, which in turn supports a sense of belonging. This study aims to explore the relative contributions of these factors and their interactions in the context of online education across various disciplines.

4. Identify practical strategies for implementing virtual community programs within online curricula to address isolation concerns and improve overall student experience.
This study aims to provide concrete, evidence-based strategies for implementing effective virtual community programs in online curricula. Based on previous findings and existing literature, this study will propose practical approaches that can be adopted by educators and program administrators across different academic disciplines.

Plan for Interactivity:
To ensure active engagement and participation during the session, we have designed the following interactive elements:

1. Opening Poll: The session will begin with a live poll asking attendees about their experiences with student isolation in online courses. This will set the context and allow participants to see how common these challenges are.

2. Question and Answer: Throughout the presentation, attendees will be encouraged to submit questions and comments via a digital platform.

References:

Ajayi A.O., Cheon, J. Okumu, M. (2024). Topic: Investigating Online Students' Perceptions of Sense of Belonging within Online Courses Using a Mixed Methods Approach. Unpublished manuscript, Department of Curriculum and Instruction, Texas Tech University, Lubbock USA.

Berry, S. (2017a). Exploring community in an online doctoral program: A digital case study. Proquest.

Chatterjee, R., & Correia, A. P. (2020). Online students' attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. https://doi.org/10.1080/08923647.2020.1703479

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage Publications.

Delahunty, J., Verenikina, I., & Jones, P. (2014). Socio-emotional connections: Identity, belonging and learning in online interactions. A literature review. Technology, Pedagogy and Education, 23(2), 243-265. https://doi.org/10.1080/1475939X.2013.813405

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Kumi-Yeboah, A., Dogbey, J., & Yuan, G. (2017). Online collaborative learning activities: The perspectives of minority graduate students. Online Learning Journal, 21(4). doi:10.24059/olj.v21i4.1277

Peacock, Susi, and John Cowan. "Promoting sense of belonging in online learning communities of inquiry in accredited courses." Online Learning 23, no. 2 (2019): 67-81. doi:10.24059/olj.v23i2.1488