[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601421-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601421-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","distance-relationship-and-belonging-the-voices-of-students","Distance Relationship and Belonging - The Voices of Students","","In a viral society where social presence is linked to maintaining distance and concealing the body—especially the face—distance education becomes a critical research focus. This study examines how 144 students in a distance learning university experience a sense of belonging. Using an open-ended questionnaire shared through social networks, narratives analyze students’ connections with campus, courses, peers, and teachers. Results show diverse, dense experiences and expectations, with peers and teachers shaping belonging through knowledge appropriation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/distance-relationship-and-belonging-the-voices-of-students/601421/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/distance-relationship-and-belonging-the-voices-of-students/601421.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose?","Question",{"text":63,"@type":64},"To explore the sense of belonging among 144 students attending a distance learning university.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was students’ sense of belonging investigated?",{"text":68,"@type":64},"Through an open-ended questionnaire shared in closed social network groups, then analyzed via narrative accounts of students’ connections with campus, courses, peers, and teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"Which relationships most strongly express students’ sense of belonging?",{"text":72,"@type":64},"Connections and belonging are especially expressed with peers (other students), while teachers also play a significant role in students’ appropriation of knowledge.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601421,1792161564,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Distance Relationship and of Belonging: The voices of students  \nDistance Educational Relationship and Senses of Belonging:  \nThe voices of students  \nLuísa Aires  \n[laires@uab.pt](laires@uab.pt)  \n[https://orcid.org/0000-0001-5649-276X](https://orcid.org/0000-0001-5649-276X)  \nUniversidade Aberta, Portugal  \nAna Sofia Maia  \n[ana.maia@ispup.up.pt](ana.maia@ispup.up.pt)  \n[https://orcid.org/0000-0002-0754-724X](https://orcid.org/0000-0002-0754-724X)  \nInstituto de Saúde Pública da Universidade do Porto, Portugal  \nAna Catarina Carneiro  \n[1800880@estudante.uab.pt](1800880@estudante.uab.pt)  \n[https://orcid.org/0000-0003-2299-8783](https://orcid.org/0000-0003-2299-8783)  \nUniversidade Aberta, Portugal  \nAbstract  \nIn a viral society in which the social being claims the ability to maintain distance and the socially desirable representation of the body, in particular the face, claims its concealment, the distance educational relationship represents a critical area that deserves to be highlighted in the research agendas. This study aims to explore the sense of belonging of  \n144 students who attend a distance learning university. For this purpose, an open-ended questionnaire was applied, previously disclosed in closed groups on social networks. The students' sense of belonging was analysed through the types of connections they maintain with the campus, course, peers and teachers. The analysis of the narratives expresses a great diversity, density of experiences and expectations in the connections and senses of belonging. Attributing great importance to teachers in the appropriation of knowledge, it is essentially with their peers -other students -that the connections and sense of belonging acquire greater expression.  \nKeywords  \nDigital education; Distance education; Relationality; Belonging; Students  \nDigital Education Review ⎮ ISSN 2013-9144 ⎮ [http://revistes.ub.edu/der](http://revistes.ub.edu/der) 101  \nNumber 42, December 2022 ⎮ [https://doi.org/10.1344/der.2022.42.101-117](https://doi.org/10.1344/der.2022.42.101-117)  \nI. Introduction  \nIn the viral society we currently live in, the social being has become synonymous with maintaining distance and the socially desirable representation of the body, in particular the face, consists of its concealment (Bozkurt & Sharma, 2021) . In this context, the analysis of educational relationships, in general, and distance education relationships, in particular, acquires great relevance for different reasons. On one hand, because it is important to give visibility to the quality of pedagogical relationships, through research and the deep knowledge produced in this field. On the other hand, the fact that we are teaching at a distance university increases the scientific and social responsibility of the need to study and reflect on this domain in a systematic way.  \na. Digital education and its limits  \nThe digital age is in full expansion and reconfiguration. Digital is present in public spaces, at work, at leisure and in private spaces. Being part of everyday life, the digital has become adaptable, currently occupying the first place in educational agendas. However, discussions on Digital Education tend to be focused on digital devices and networks, in an imaginary in which technologies are the solution to educational problems (Feenberg, 2017b, Sancho, 2020), to the detriment of other dimensions such as structures, values and social relations, the praxis of educational agents who intervene in highly complex contexts. The hurrying of digitization observed in recent years, reified by technical and instrumental perspectives within a technical rationality, has promoted dualisms of the on/off, analogue/digital, native/digital immigrant types that have not contributed to the identification of answers to the classic problems digitization and its divides in educational contexts. If, in the viral society in which we live, this paradigm has been consolidated on a global scale, it has also provoked r","cbCaiiugYCuCswRW","https://ap.wps.com/l/cbCaiiugYCuCswRW","pdf",385712,17,"English","# Abstract\n# Keywords\n# Number 42, December 2022\n# I. Introduction\n## a. Digital education and its limits\n## b. Pedagogy of Distance Relationship","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explore the sense of belonging among 144 students attending a distance learning university.\"},{\"question\":\"How was students’ sense of belonging investigated?\",\"answer\":\"Through an open-ended questionnaire shared in closed social network groups, then analyzed via narrative accounts of students’ connections with campus, courses, peers, and teachers.\"},{\"question\":\"Which relationships most strongly express students’ sense of belonging?\",\"answer\":\"Connections and belonging are especially expressed with peers (other students), while teachers also play a significant role in students’ appropriation of knowledge.\"}]","Distance Relationship and Belonging - The Voices of Students | PDF",1792092581,43]