The contemporary postsecondary learning experience is heavily mediated by educational technology (EdTech) tools and yet little is known about the ways in which these tools impact student engagement and sense of belonging, two indicators which are important to student persistence and graduation. Using Strayhorn’s (2023) critical socioecological sense of belonging framework, this convergent mixed methods study offers insights into these relationships by examining student engagement with EdTech and student sense of belonging and the impact of student traits on the relationship between EdTech and sense of belonging. This study was conducted at a private, broad access Hispanic-Serving Institution in the Midwest with a large new majority student population: transfer, women, Students of Color, first-generation, commuter, parenting and employed. The participants (N = 301) included students taking in-person, online (asynchronous), and virtual (synchronous online) courses. This study validated a seven-item sense of belonging survey instrument. Multiple linear regression models tested EdTech use and reported sense of belonging and student demographic, academic, and non-academic labor traits and found three traits to have statistically significant predictive value on the relationship between EdTech engagement and sense of belonging: transfer status, social class, and caregiving responsibilities. Themes related to student traits, gratitude, service, and desired improvements emerged in the qualitative data analysis. These findings lend support for an ecological model to understand the dynamic relationships among student traits, institutional policy, practice, systems, and people, and external systems.
","abstract_html":"<p>The contemporary postsecondary learning experience is heavily mediated by educational technology (EdTech) tools and yet little is known about the ways in which these tools impact student engagement and sense of belonging, two indicators which are important to student persistence and graduation. Using Strayhorn’s (2023) critical socioecological sense of belonging framework, this convergent mixed methods study offers insights into these relationships by examining student engagement with EdTech and student sense of belonging and the impact of student traits on the relationship between EdTech and sense of belonging. This study was conducted at a private, broad access Hispanic-Serving Institution in the Midwest with a large new majority student population: transfer, women, Students of Color, first-generation, commuter, parenting and employed. The participants (N = 301) included students taking in-person, online (asynchronous), and virtual (synchronous online) courses. This study validated a seven-item sense of belonging survey instrument. Multiple linear regression models tested EdTech use and reported sense of belonging and student demographic, academic, and non-academic labor traits and found three traits to have statistically significant predictive value on the relationship between EdTech engagement and sense of belonging: transfer status, social class, and caregiving responsibilities. Themes related to student traits, gratitude, service, and desired improvements emerged in the qualitative data analysis. These findings lend support for an ecological model to understand the dynamic relationships among student traits, institutional policy, practice, systems, and people, and external systems.</p>","abstract_has_math":false,"creators":["Wilson, Veronica"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Jaclyn Rivard","Bettyjo Bouchey","Shaunti Knauth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-01T07:00:00Z","date_published":"2024-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Sense of belonging","student engagement","Hispanic-Serving Institution","EdTech","critical socioecology","Adult and Continuing Education","Educational Technology","Higher Education","Higher Education Administration","Online and Distance Education","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/818","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jaclyn Rivard","Bettyjo Bouchey","Shaunti Knauth"]},{"key":"dc:creator","label":"Author","values":["Wilson, Veronica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sense of belonging","student engagement","Hispanic-Serving Institution","EdTech","critical socioecology","Adult and Continuing Education","Educational Technology","Higher Education","Higher Education Administration","Online and Distance Education","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/818"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The contemporary postsecondary learning experience is heavily mediated by educational technology (EdTech) tools and yet little is known about the ways in which these tools impact student engagement and sense of belonging, two indicators which are important to student persistence and graduation. Using Strayhorn’s (2023) critical socioecological sense of belonging framework, this convergent mixed methods study offers insights into these relationships by examining student engagement with EdTech and student sense of belonging and the impact of student traits on the relationship between EdTech and sense of belonging. This study was conducted at a private, broad access Hispanic-Serving Institution in the Midwest with a large new majority student population: transfer, women, Students of Color, first-generation, commuter, parenting and employed. The participants (N = 301) included students taking in-person, online (asynchronous), and virtual (synchronous online) courses. This study validated a seven-item sense of belonging survey instrument. Multiple linear regression models tested EdTech use and reported sense of belonging and student demographic, academic, and non-academic labor traits and found three traits to have statistically significant predictive value on the relationship between EdTech engagement and sense of belonging: transfer status, social class, and caregiving responsibilities. Themes related to student traits, gratitude, service, and desired improvements emerged in the qualitative data analysis. These findings lend support for an ecological model to understand the dynamic relationships among student traits, institutional policy, practice, systems, and people, and external systems.
"]},{"key":"dc:title","label":"Title","values":["Undergraduate Student Sense of Belonging and EdTech Tool Engagement: A Mixed Methods Exploration of the Virtual Campus Experience"]}]}],"canonical_facts":{"dc:contributor":["Jaclyn Rivard","Bettyjo Bouchey","Shaunti Knauth"],"dc:creator":["Wilson, Veronica"],"dc:date.available":["2024-05-16T07:00:00Z"],"dc:description.abstract":["The contemporary postsecondary learning experience is heavily mediated by educational technology (EdTech) tools and yet little is known about the ways in which these tools impact student engagement and sense of belonging, two indicators which are important to student persistence and graduation. Using Strayhorn’s (2023) critical socioecological sense of belonging framework, this convergent mixed methods study offers insights into these relationships by examining student engagement with EdTech and student sense of belonging and the impact of student traits on the relationship between EdTech and sense of belonging. This study was conducted at a private, broad access Hispanic-Serving Institution in the Midwest with a large new majority student population: transfer, women, Students of Color, first-generation, commuter, parenting and employed. The participants (N = 301) included students taking in-person, online (asynchronous), and virtual (synchronous online) courses. This study validated a seven-item sense of belonging survey instrument. Multiple linear regression models tested EdTech use and reported sense of belonging and student demographic, academic, and non-academic labor traits and found three traits to have statistically significant predictive value on the relationship between EdTech engagement and sense of belonging: transfer status, social class, and caregiving responsibilities. Themes related to student traits, gratitude, service, and desired improvements emerged in the qualitative data analysis. These findings lend support for an ecological model to understand the dynamic relationships among student traits, institutional policy, practice, systems, and people, and external systems.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/818"],"dc:subject":["Sense of belonging","student engagement","Hispanic-Serving Institution","EdTech","critical socioecology","Adult and Continuing Education","Educational Technology","Higher Education","Higher Education Administration","Online and Distance Education","Other Education"],"dc:title":["Undergraduate Student Sense of Belonging and EdTech Tool Engagement: A Mixed Methods Exploration of the Virtual Campus Experience"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}