Fostering Social Connectedness Through Discussion-Based Pedagogy: Evidence from University Virtual Learning Environments
DOI:
https://doi.org/10.70152/duties.v2i2.378Article Metrics
Keywords:
active participation, collaborative dialogue, discussion-based pedagogy, social connectedness, virtual learning environmentsAbstract
The increasing prevalence of virtual learning environments has highlighted the importance of fostering students’ social connectedness to support meaningful educational experiences. This study examined the relationship between discussion-based pedagogy and university students’ social connectedness in virtual learning environments and identified the pedagogical dimensions that contribute most significantly to this outcome. Employing a quantitative cross-sectional survey design, data were collected from 286 undergraduate students enrolled in virtual courses at a public university. A structured questionnaire measuring discussion-based pedagogy and social connectedness was administered, and the data were analyzed using descriptive statistics, simple linear regression, and multiple regression analyses. The findings revealed a significant positive association between discussion-based pedagogy and social connectedness, with discussion-based pedagogy explaining a substantial proportion of the variance in students’ social connectedness. Among the pedagogical dimensions examined, peer interaction emerged as the strongest predictor, followed by instructor facilitation, collaborative dialogue, and active participation. In contrast, knowledge sharing did not significantly predict social connectedness when the dimensions were analyzed simultaneously. The findings suggest that discussion-based learning enhances students’ social experiences by promoting meaningful interaction, collaboration, and engagement. The study highlights the importance of interaction-rich pedagogical practices in cultivating socially connected virtual learning communities.
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Copyright (c) 2026 Yasmin Pascual-Dormido, Nida Ankhofiyya
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Copyright for this article is held by the authors under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). The article may be used, shared, and adapted for any purpose with proper attribution and distribution under the same license. Full license details: https://creativecommons.org/licenses/by-sa/4.0/
