Document Type
Conference Proceeding
Abstract
In online learning spaces, students may feel disconnected not only because of limited interaction but also when they notice differences in their backgrounds or beliefs. This survey study examined students’ perceived differences and their implicit and explicit experiences of othering based on their backgrounds and beliefs. Descriptive results showed that political orientation, culture, and socioeconomic status were common areas where students felt different, while race/ethnicity, culture, and religion stood out as stronger points of distinction. Thematic analysis of open-ended responses showed that many students described subtle forms of othering, such as discomfort and self-doubt, while others encountered more direct negative experiences that led to fear and frustration. Although many participants reported minimal effects on their participation, some still hesitated, withheld their viewpoints, or remained silent. These findings suggest that instructors should recognize how perceived differences influence student participation, even in online settings, and adopt strategies that promote diversity and inclusion.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Repository Citation
Choi, Hajeen; Hur, Jaesung; and He, Dan, "Students’ Perceived Differences, Othering, and Engagement in Online Learning Spaces: A Cross-Sectional Survey Study" (2026). School of Engineering Faculty Publications. 6.
https://scholarworks.bgsu.edu/engineering_pub/6
Publication Date
Summer 6-2026
Publication Title
The Journal of Applied Instructional Design
Publisher
Association for Educational Communications and Technology (AECT)
DOI
https://doi.org/10.59668/2579.26729
Volume
15
Issue
2
Included in
Educational Psychology Commons, Educational Technology Commons, Higher Education Commons, Online and Distance Education Commons