Belonging, wellbeing and stress with online learning during COVID-19

Abstract

Sense of belonging, perceived stress and wellbeing are reported factors that influence students’ university experience and learning. The COVID-19 pandemic and shift to online emergency remote teaching were likely to exacerbate these affective dimensions of student experience. This article employed a quantitative survey research design to determine how students’ sense of belonging, perceived stress and wellbeing were influenced during the pandemic. An online questionnaire was administered to 537 South African students at one residential university. Data analysis was performed using multiple regression analysis. The results indicated that platform pedagogy was a significant predictor of belonging, perceived stress, and wellbeing, while lecturers’ pedagogical competence was not. Lived learning experience of online learning was a significant predictor of perceived stress, and communication was a significant predictor of belonging. The importance of the learning environment in student belonging and wellbeing is key to student success and this study provides insights for developing targeted interventions. Keywords: university students, sense of belonging, perceived stress, wellbeing, platform pedagogy