Heather McLean 

This study aimed to investigate if first-year undergraduates’ sense of community differed based on students’ level of collaborative engagement in academic studies, their learning environment (online/blended) and/or their online lecture size (small/large) during the Covid-19 pandemic. A survey-based, non-experimental, between-groups design was employed to recruit 135 first-year undergraduates. This information was then complied for statistical analysis.

The results suggested that students in the blended learning environment obtained a significantly higher sense of community than students in the online environment. Additionally, students with high collaborative engagement in academic studies obtained a significantly higher sense of community than students with low collaborative engagement. Lastly, lecture size did not demonstrate a difference in sense of community and interactions between the variables was also not significant. These results may be applied in future studies to build on the Self-Determination Theory as well as the Social Presence Theory, particularly with the advancement of e-learning. Additionally, it highlighted that an online learning environment and low collaborative engagement may be a contributing factor in reducing the students' sense of community particularly within the first year of study that could impact on student retention and satisfaction rates. Thus, this study may provide an important input for future research into the factors that could promote a sense of community for first-year undergraduates to ensure a positive learning experience.