The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions

This study examined how graduate students’ sense of belonging reflected their cognitive and affective experiences and their discursive engagement in three classroom discussion environments: face-to-face, and synchronous and asynchronous computer-mediated discussions. Self-report surveys at mid-semester identified higher and lower belongingness students. Mid-semester and end-of-semester ratings allowed exploration of cognitive/affective factors. Online discussion transcripts were analyzed to determine how higher-belonging and lower-belonging students used the pronoun We, with codings ranging from close (immediate) to more distant connections (far generic). Findings were that higher-belonging students reported higher levels of enjoyment, usefulness, and involvement. Lower-belonging students expressed sensitivities to peer judgment. As for their discourse, higher-belonging students posted more We instances than lower-belonging students in both online discussion formats. In synchronous discussions, higher-belonging students used more immediate We pronouns, whereas lower-belonging students used more far generic We. Understanding students’ experiences may aid educators in designing classroom discussion that supports learning and social-emotional well-being.