Abstract

Blended learning communities are defined by specific learning and psychosocial processes based on the multilayered sense of belonging of the group’s members, related to the merging of both virtual and real interactive contexts. This chapter focuses on the psychosocial dynamics of blended communities, in order to identify some specific participation strategies and identity dynamics, which both vary with the double interactive context. We used a qualitative variant of Social Network Analysis to analyse the interactions of two blended student communities, identifying various participation trajectories and identity positionings of the group members. The results revealed that the blending of two communication contexts generates different psychosocial dynamics from those activated by the same community in a wholly on- or offline context. The combination of interactive environments results in participation strategies in which members can choose distinctive trajectories, shaping their original identity positionings.

Autore Pugliese

• Annese Susanna

Tutti gli autori

• ANNESE S.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2010

ISSN

Non Disponibile

ISBN

978-161692302-0

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

3

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile