This study investigates how undergraduate students thrive in an online learning environment within South Africa, emphasizing the critical role of sense of community and belonging. Using a person-centred approach, we identified distinct student profiles based on their responses to thriving indicators, revealing diverse patterns of engagement and well-being.
The sample consisted of 326 undergraduates from a private higher education institution that exclusively offers online courses. Data were collected through a cross-sectional survey utilizing selected items from the Student Thriving Quotient. Our analysis uncovered three unique profiles: Socially Disconnected (class 1, 48%), Disengaged but Hopeful (class 2, 17%), and Aspiring to Thrive (class 3, 36%).
A key finding was that sense of community and belonging significantly differentiated these groups. Students in the Aspiring to Thrive profile reported higher levels of connection and engagement, while those in the socially disconnected and disengaged but hopeful groups exhibited lower scores.
These insights deepen our understanding of student thriving in digital contexts, highlighting how sense of community and belonging influences academic engagement, growth and well-being. The variation in sense of community and belonging across profiles underscores the importance of fostering inclusive, connected online environments. Such findings have practical implications for educators and policymakers aiming to enhance student success through targeted interventions that promote belonging and community within online learning spaces. The findings offer valuable guidance for designing pedagogical strategies that support student thriving in the evolving landscape of digital education.
Ultimately, this research can contribute to developing innovative, relevant online learning solutions, supporting SDG 4 (equitable and quality education) and SDG 9 (Industry, Innovation, and Infrastructure).