9. Psychosocial dynamics of blended communities: participating and positioning in learning contexts

Abstract

Blended communities represent innovative educational contexts. By merging virtual and real interactive environments, they trigger specific learning and psychosocial processes based on a multilayered sense of belonging of the group's members.
Our research work focuses on the psychosocial dynamics of participation and identity produced by the double interactive context of blended communities.
In order to identify different participation trajectories and identity positionings of the group members, we used a qualitative version of Social Network Analysis to examine the interactions of two blended learning communities. The results show that the combination of interactive environments generates participation strategies in which members can choose distinctive trajectories and shape their original identity positionings.