Fostering the process of belonging online through teaching and learning interactions

There is an established relationship between teaching and learning practices and the drive to foster belonging in Australian universities towards improved student success and retention. This qualitative grounded theory study examined the experiences of first year students and teaching staff in ICT (Information Communication Technology) to develop a process of belonging online in higher education. We found belonging is fostered by connecting interactions online through signalling practices. Drawing on this process, this paper outlines the associated principles of fostering belonging in teaching and learning. These principles are: developing signalling skills, catering for signalling preferences, proactive adjusting and matching, providing opportunities through understanding students signalling preferences, and signalling for belonging and retention. Each principle aligns with known elements of belonging in online learning environments, such as interactivity and communication. The principles make a significant contribution to online teaching and learning in ICT by proposing easy to implement online pedagogical practices that foster belonging processes for diverse students, to support their retention and success.