Project-Based Learning in Social Innovation—Developing a Sense of Belonging in Online Contexts
This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been sh...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/7/907 |
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| Summary: | This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic outcomes positively, but online teamwork and collaboration outside the institution walls present unique challenges. The study adopts a qualitative approach and an interpretivist standpoint to find meaningful aspects and generate an understanding of positions among the students. Data was gathered through interviews, allowing students to express their unique experiences and perspectives on SoB in the context of a master’s course, with participants from several countries. Thematic analysis of the interview data identified the following seven categories related to students’ perceived belonging: team formation and trust, personal introductions, group continuity, access to teachers, use of informal communication channels, shared tools, and digital fluency. Furthermore, working towards a common challenge or goal seems to promote SoB among team members. The results indicate that SoB was shaped by multiple interrelated factors, with team-based collaboration and structured group dynamics playing a central role. The study contributes to ongoing research on student belonging by identifying specific practices that may support SoB in digitally supported, team-oriented learning environments. |
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| ISSN: | 2227-7102 |