Blended Learning Communities: Relational and Identity Networks
نویسندگان
چکیده
The integration of computer mediated and face to face communication has been recently implemented in numerous educational and professional contexts to create blended learning communities (Bonk & Graham, 2006; Ligorio, Cacciamani & Cesareni, 2006; Ligorio & Sansone, 2009) that improve learning processes through participation, sustaining a sense of belonging and the subsequent identity construction process (Lave, 1991; Zucchermaglio, 2002). This chapter focuses on these psychosocial dynamics, particularly on the idea that learning as a social process (Annese, 2005) accentuates the interweaving between psychosocial and psychoeducational conceptual frameworks. From a sociocultural perspective, learning is an intersubjective process among individuals who coparticipate in a meaningful, goal-directed interaction abstract
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