Issues of belonging, pedagogy and learning in doctoral study at a distance

Authors

  • Sazan M. Mandalawi University of Southern Queensland, Australia
  • Robyn Henderson University of Southern Queensland, Australia
  • Henk Huijser Queensland University of Technology, Australia
  • Megan Yih Chyn A. Kek The Institute of International Studies, Australia

DOI:

https://doi.org/10.53761/1.19.4.14

Keywords:

belonging, doctoral study, doctoral supervision, distance learning, pedagogy of belonging, Kurdistan Region of Iraq

Abstract

In this paper we present a case study of doctoral study at a distance, and we explore issues of belonging, pedagogy and learning as part of that process. As a team of one doctoral researcher and three supervisors, we critically reflect on the place of belonging in the context of doctoral study by distance. In this case study, the importance of belonging was heightened due to a high-risk and highly volatile context in which the doctoral researcher lived, the Kurdistan Region of Iraq. We further explore the elements that developed a sense of belonging, aided by a range of digital technologies. Our findings suggest that the place of belonging in learning needs further examination in higher education contexts, especially when universities are keen to increase distance enrolments.

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Published

2022-08-02

Issue

Section

Articles

How to Cite

Issues of belonging, pedagogy and learning in doctoral study at a distance. (2022). Journal of University Teaching and Learning Practice, 19(4). https://doi.org/10.53761/1.19.4.14