How do postgraduate online distance learners understand ‘belongingness’ and why it matters: a qualitative study

Introduction: Online Distance Learning (ODL) has expanded rapidly in higher education due to its flexibility and accessibility. However, this format may lead to feelings of isolation, which can negatively impact student engagement, performance, and overall learning experience. One critical yet underexplored factor influencing student success in ODL is Sense of Belongingness (SoB); the feeling of being accepted, valued, and connected within the educational environment. This study explored postgraduate students’ perceptions of SoB and how it affects their engagement and academic success in online settings. Methods: A qualitative multi-site case study was conducted across four medical universities in Pakistan. Forty postgraduate students (10 per site) were selected using purposive sampling to ensure diversity in demographics and learning experiences. Data were gathered through semi-structured online interviews, transcribed verbatim, and thematically analyzed using ATLAS.ti software. Results: The findings highlighted an overarching theme of how SoB is experienced or, at times, absent, in ODL. Participants described belongingness as a multifaceted construct comprising emotional connection, ownership, interpersonal affiliation, and psychological safety. Building on this, the analysis identified six interrelated themes , contextual flexibility, technology and access, e-immediacy, virtual community, communication, and emotional comfort and support, that shaped learners’ experiences. Of these, virtual community, communication, and emotional comfort and support reflected the core experience of belongingness, while contextual flexibility, technology and access, and e-immediacy functioned as determinants that enabled or constrained belongingness. This distinction highlights that belongingness in postgraduate ODL is not a fixed outcome but the result of an interaction between relational experiences and structural or technological conditions . Conclusion: This study emphasizes that SoB is central to engagement, motivation, confidence, and academic success in postgraduate ODL. Belongingness is shaped not only by relational and emotional dimensions , such as connection, affiliation, and psychological safety, but also by contextual, technological, and structural determinants that enable or constrain it. Therefore, interventions aimed at strengthening SoB in postgraduate ODL must address both aspects: fostering supportive relationships and communities, while ensuring accessible, flexible, and responsive learning environments. Designing online postgraduate programs with a deliberate focus on cultivating belongingness is essential to enhancing learner success and overall program effectiveness.