Date

9-17-2026

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Sharita Knobloch

Keywords

belonging, school belonging, spirituality, student satisfaction, online student satisfaction, online learning, online graduate education, graduate students, higher education, distance education, virtual education, virtual learning, immersion, residency, community of inquiry, social presence theory, social presence, mediation analysis

Disciplines

Adult and Continuing Education | Education

Abstract

The growth of online education has transformed higher education by increasing flexibility and accessibility while introducing challenges related to belonging, engagement, and student satisfaction. Research demonstrates that students’ sense of belonging, a fundamental human need for connection and inclusion, is critical to engagement and persistence. Grounded in the community of inquiry (CoI) framework and social presence theory (SPT), this quantitative, cross-sectional correlational study examined the relationship between belonging (X) and student satisfaction in online learning (Y), with spirituality (M₁) as a mediating variable. The study used a convenience sample of 155 graduate students and alumni (age 21 or older) who participated in online programs with required in-person immersions or residencies at Kel College, a private institution located in the northeastern United States. Data collection yielded 155 responses, with a final usable sample of 63 participants after screening (N = 63). The study aimed to address a gap in the literature regarding the relationships among belonging, spirituality, and student satisfaction in online learning environments. Participants completed validated instruments measuring belonging (School Belongingness Scale; SBS), spirituality (Spirituality Scale; SS) and satisfaction (Short Satisfaction Scale Toward Virtual Courses; SVC-S). Data were analyzed using multiple regression and mediation analysis. Results indicated that belonging significantly predicted student satisfaction in online learning. However, spirituality did not significantly mediate the relationship between belonging and satisfaction. These findings suggest that belonging, particularly perceived acceptance, may play an important role in student satisfaction among online graduate students in programs with required immersions or residencies.

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