Higher education is experiencing an era of exponential growth in online doctoral programs and heightened accountability to stakeholders. In this dynamic landscape, the need to improve persistence for online doctoral students, estimated to be 30% to 40%, is imperative. Research has demonstrated that isolation and lack of belonging are contributing reasons for adult learners program exits; however, few studies have addressed how to effectively mitigate this phenomenon. This mixed methods action research study explored the efficacy of a virtual community of practice braiding computer-mediated communication tools--InSpace (synchronous meetups) and Slack (asynchronous communication)--in fostering student-student connectedness. Based on use of the Doctoral Student Connectedness Scale (DSCS; Terrell et al., 2009) instrument, results suggest Slack facilitated communication, trust, reliability, and a spirit of community among the study's participants. Other key findings were that participants perceived the acquisition of a digital tool competency as professionally relevant, and campus landmarks in the virtual setting fostered a sense of belonging and accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]