Online education is transforming higher education, if not disturbing the educational system. The outbreak of COVID-19 is pushing online learning to the mainstream of education. As an ever-increasing number of colleges and universities offer online courses or online programs, challenges remain with the paradigm shift from traditional face-to-face on-campus teaching to online teaching. One particular challenge virtual instruction faces is the implementation of social integration and peer learning activities in an online environment. In the context of higher education, the social integration of students with faculty members and other students is associated with better academic performance (Morgan, 2014; Rubin, 2012). A general tenet is that the more students are integrated into the academic and social systems of their school, the more persistent they are in achieving academic goals (Altinay, 2017; Braxton, 2000; Marra, Tsai, Bogue, & Patel, 2015; Tinto, 2012). Similarly, classrooms with peer learning activities support the attainment of student learning objectives more than other learning environments where students work exclusively on an individual basis (Morgan, 2014; Tinto, 1998). Extensive research has identified that both social integration and peer learning have a significant impact on college student learning. However, there has been little discussion about the relationship between peer learning and social integration in the online learning environment. This qualitative study is concerned with faculty perceptions about the relationship of peer learning with social integration in an online platform. The study was designed to contribute to this body of research by exploring the faculty perceptions, experiences, ideas, and opinions concerning the relationship between peer learning and student social integration in the online environment. The research, as other research has shown, indicates there is likely a strong correlative value between peer learning and both student social and academic integration. Well-designed peer learning activities help online students learn with and from each other. However, this research was conducted during the COVID-19 global pandemic. Further research is needed to explore the relationship between peer learning activities and social integration in online courses. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]