"Fostering Belonging in an Online Community" (Consideration 8.4)

Online learners face unique challenges related to social isolation and limited opportunities to build relationships, yet belonging and community are fundamental needs that shape student motivation and success. In this episode of the UDL Guidelines podcast, we'll show how you can proactively foster belonging in the online classroom. We'll review practical strategies for building social presence in online spaces. And we'll cover how to support students with multiple roles, implement inclusive design practices, and maintain a focus on meaningful connections. Whether you're designing your first online course or looking to strengthen the sense of community in your existing courses, this episode offers actionable approaches for creating a learning space in which all students feel welcome and valued using Universal Design for Learning.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Sense of Belonging and Online Learning"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/ 

Åkerfeldt, A., Bergdahl, N., & Hrastinski, S. (2023). Adult learners' perceptions of distance education. Journal of Studies in International Education, 30(1), 248-266. 

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

CAST. (2024). Foster belonging and community. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/effort-persistence/belonging-community/ 

Dulfer, N., Gowing, A., & Mitchell, J. (2025). Building belonging in online classrooms: relationships at the core. Teaching in Higher Education, 30(4), 1024–1040.

Mitra, S. (2022). Does collaborative learning improve student outcomes for underrepresented students? Evidence from an online bottleneck business course. Journal of Education for Business, 97(3), 161–167. 

Price, J., & Fox, A. (2023). Transformative praxis: A critical design framework for belonging and inclusion in technology-rich learning spaces. Journal of Teaching and Learning with Technology, 12, 55-71

Shatila, S. L. (2024). Not alone when I’m feeling stressed: Online adult learner connection and retention. Adult Education Quarterly, 74(1), 43–61. 

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

Transcript

Welcome to UDL Guidelines. This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. I'm Dr. Brian A. Dixon, and today we’ll explore UDL 3.0 Consideration 8.4, “Foster Belonging and Community,” which focuses on cultivating spaces where learners are wanted and where learners want to be. Specifically, we'll be looking at fostering a sense of belonging and community in the online classroom.

Belonging and community are fundamental human needs that shape learners' motivation and success. In order to foster a sense of belonging in online environments, we need to proactively create opportunities for building productive relationships. The learning spaces that we create should convey the sense that all learners are welcome, valued, and essential to the learning community. This is especially true for learners who have been historically excluded or marginalized, including adult learners and underrepresented students.

These concepts are particularly important in an online context. Online learners often face unique challenges related to social isolation, limited opportunities to build relationships, and the use of technology. Adult learners balancing multiple roles, such as work and caregiving, often experience stress and isolation, which has a negative affect on their perseverance. Minority and underrepresented students may also encounter microaggressions and systemic barriers beyond what they might experience in on-campus learning.

Intentionally fostering a sense of belonging and community online can improve academic outcomes, increase retention, and promote learner well-being. For example, activities designed to build productive relationships among learners may reduce learning barriers by providing emotional support, which then helps to build the motivation to persist.
It’s important that we take the time to ask ourselves a key question. How can we facilitate a sense of belonging and community in our courses? Let’s consider several key strategies.

First, create multiple pathways for connection. Instructors should consider formal and informal opportunities for learners to interact and collaborate, such as peer review and low-stakes small-group work. Design spaces, such as discussion forums, for both academic and personal sharing.

Second, acknowledge and honor diverse identities. We can create activities that allow learners to share their unique knowledge and assets. Design assignments that provide opportunities for learners to incorporate their personal experiences and perspectives. Associated assessments should validate different ways of knowing and learning. Course materials should reflect diverse voices and experiences.

Third, build a social presence in online environments. You can provide synchronous sessions to foster real-time connections and opportunities for learners to support one another. Design assignments that involve video usage, such as introductions and reflections, to humanize the online experience. Create collaborative assignments that require interaction and interdependence.

Fourth, support role identity and life integration. Acknowledge your learners' multiple roles and their responsibilities outside of school. Providing flexibility allows learners to balance competing priorities. As instructors, we must also direct our learners to those support systems that will address the unique stressors they may face.

Fifth, implement inclusive design practices. Examine your assumptions and biases, which may create barriers to belonging for different learner groups. Use asset-based approaches that build on learners' existing knowledge and skills. Create multiple ways for learners to participate and contribute. Continuously assess and adapt based on learner feedback about their sense of belonging.

While the UDL 3.0 Guidelines emphasize the importance of fostering belonging and community, achieving this requires careful attention to several key factors.

Be intentional. Start community-building activities from the very first class session and keep the focus throughout the learning experience. We must not assume that a sense of belonging will develop naturally, particularly in online environments.

Prioritize quality over quantity. Focus on creating meaningful connections rather than increasing the frequency of your interactions. Authentic relationships that extend beyond coursework provide the strongest support for academic persistence.

Address systemic barriers. Recognize that some learners may need additional support to feel they belong due to historical exclusion or current systemic barriers. Proactively address these challenges rather than expecting learners to adapt to existing structures.

Lastly, it’s always important to monitor and adjust. Regularly assess your learners' sense of belonging and community through surveys, discussions, and observation. Be prepared to modify your approach based on learner needs and feedback.

As you think about your own online courses, remember that belonging is fundamental to student success, particularly for learners who are balancing multiple demands or who have historically been excluded from higher education. When we intentionally create spaces where students feel valued and connected, we’re building communities where learners can thrive.

Thanks for joining me today as we explored UDL 3.0. Resources and further reading for today's episode can be found in our show notes. If today's episode inspired a change in your teaching practice, we'd love to hear about it. Connect with us at the Goodwin University Institute for Learning Innovation at goodwin.edu.