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AbstractMany different factors influence students’ sense of belonging in an online learning. One area of the learning experience in which a sense of “belonging” is critical is in online asynchronous discussions, and the degree to which students feel that their contributions to those discussions are valued. Unfortunately, the structure of threaded discussions is inherently limiting. It restricts learner engagement by only allowing students to reply to an individual note. This hampers students’ ability to discuss relationships between ideas from multiple participants, hindering synthesis and comprehensive understanding. This mixed methods explanatory sequential design research study examines the use of an innovative linking tool that allows students to create a rich set of linkages between notes. Findings suggest that students appreciated the linking tool as it facilitated idea integration and enhanced the flow and organization of discussions. Notes containing links were more extensive, written at a higher level, and received more peer recognition than notes without links. The linking tool created more connected and less repetitive discussions, while also increasing the amount of recognition students received for their notes. Despite the additional effort required, students continued to create links, motivated by the tool’s ability to organize ideas and the social recognition received. [ABSTRACT FROM AUTHOR]