Abstract

Starting from a socio-cultural perspective of learning as a social process of participation in ‘communities of practice’ (Wenger, 1998), we studied participation trajectories in three blended learning communities, characterised by the combination of various communication settings. By mixing social network analysis and qualitative content analysis, we studied – in a ‘diagnosis phase’ – two such blended learning communities, in order to reorganise –in a second ‘action phase’ – the general architecture of the blended course, and to evaluate – in a third ‘maintenance phase’ – the impact of this reorganisation in a third blended learning community. The three phases were aimed at improving participation dynamics in blended learning courses according to an action-research paradigm (French and Bell, 1973). Results show that a careful design can promote active participation in blended communities through the merging of different communication settings, varied membership levels, diverse group sizes and definite social cohesion practices.

Autore Pugliese

• Annese Susanna

Tutti gli autori

• ANNESE S.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2012

ISSN

1477-8394

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

4

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile