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This qualitative exploratory study examined post-secondary students’ belonging within virtual learning during the COVID-19 pandemic at a small Western Canadian university. 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This exploratory study used a qualitative approach to investigate post-secondary students’ sense of belonging in the virtual learning environment during the COVID-19 pandemic. The study was conducted at a small Western Canadian university. Semi-structured interviews were conducted with 20 participants who were undergraduate students, from various faculties, and in different years in their programs. Findings were clustered into three themes: (1) student expectations of university,(2) impact of virtual learning environments on students, and  \n(3) the role of educators. Recommendations are included to enhance support and belonging for post-secondary students in virtual learning environments.  \nKeywords: post-secondary, sense of belonging, virtual learning, COVID-19  \nRésumé  \nL’adaptation psychologique et sociale et la réussite dans les établissements postsecondaires sont soutenues par un sentiment d’appartenance à un groupe social et par des relations significatives avec les autres étudiants, le personnel et les membres du corps professoral. Cette étude exploratoire utilise une approche qualitative pour enquêter sur le sentiment d’appartenance à l’environnement d’apprentissage virtuel des étudiants de niveau postsecondaire pendant la pandémie de COVID-19. L’étude a été menée dans une petite université de l’Ouest canadien. Une entrevue semi-dirigée a été menée auprès devingt étudiants de premier cycle, de diverses facultés et années d’études. Les résultats ont été regroupés sous trois thématiques : (1) les attentes des étudiants vis-àvis de l’université; (2) l’impact des environnements d’apprentissage virtuels sur les étudiants; et (3) le rôle des enseignants. Des recommandations sont proposées afin d’améliorer le soutien et l’appartenance des étudiants de niveau postsecondaire dans les environnements d’apprentissage virtuels.  \nMots-clés: postsecondaire, sentiment d’appartenance, apprentissage virtuel, COVID-19  \nIntroduction  \nA sense of belonging and connectedness, an important aspect of the post-secondary student experience (Moeller et al., 2020), is developed through relationships with  \ndifferent individuals and groups (Jorgenson et al., 2018) . Ideally, school provides students opportunities to interact and form relationships with peers, for example in the classroom or clubs (Penner et al., 2021) . This sense of belonging, which develops through these relational networks, can  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:3 (2023)   \nsupport students with psychological adjustment during this transitional period in their lives (Gummadam et al., 2016) . Post-secondary students often find university a time oftransition and adjustment, which was made more difficult by the COVID-19 pandemic. The public health orders introduced during the pandemic changed how students interacted with one another, their educators, and their institutions. The pandemic provided a unique opportunity to explore belonging, virtual learning, and the student experience in post-secondary education. The researchers posit that during COVID-19 and the subsequent restrictions, students had more difficulty developing a sense of belonging to their post-secondary institution. This research aimed to explore the sense of belonging in a small-sized, rural setting in Western Canada during the global pandemic. The objectives of this study were to: (1) explore undergraduate students’ sense of belonging within t","cbCaiaKlzVUZbVmG","https://ap.wps.com/l/cbCaiaKlzVUZbVmG","pdf",157493,12,"English","# Abstract\n# Introduction\n# Literature Review\n## Belonging in Post-Secondary Education","[{\"question\":\"What does the study examine about post-secondary students during COVID-19?\",\"answer\":\"It explores post-secondary students’ sense of belonging within the online/virtual learning environment during the COVID-19 pandemic.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a qualitative approach with semi-structured individual interviews of 20 undergraduate participants at a small Western Canadian university.\"},{\"question\":\"What themes emerged from the findings?\",\"answer\":\"Findings were clustered into three themes: student expectations of university, the impact of virtual learning environments on students, and the role of educators.\"}]","Post-Secondary Student Belonging ina Virtual Learning Environment During COVID-19 | PDF",1792084152]