Students' perceived sense of community in blended learning

Blended learning offers flexible and diverse pedagogical strategies, yet reduced physical interaction can lead to student isolation, hindering social engagement and academic success. This study investigated how a tailored professional development intervention for university teachers influences students' perceived sense of community in blended learning. The research adopted a mixed-method case study approach across three courses ( N = 562 students), using pre- and post-course surveys (Classroom Community Scale), classroom observations, and group interviews to examine changes in students' sense of community. Findings indicated that structured group tasks can enhance students' feelings of cohesion, interdependence, and trust, whereas unstructured collaboration often resulted in weaker social bonds and less meaningful academic engagement. Further, key findings revealed that: (1) the teacher's early establishment of psychological safety is crucial for reducing students' feeling of isolation; (2) “structured flexibility”, which involves balancing student autonomy with intentionally designed collaborations, optimizes blended learning outcomes and (3) connections rooted in shared learning goals were more effective at building community than informal socializing within university settings. These insights provide both theoretical contributions to blended learning design and actionable strategies for educators seeking to strengthen students' sense of community in higher education.