Frontiers in psychology · 2026
A grounded theory study in blended learning of the facilitation of role transition from compliant learners to collaborative partners regarding non-verbal behavior.
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Fan Huali, Shao Shuai, Pan Shengwu, Wang Yuan
Аннотация
BACKGROUND: In blended learning environments, college students often remain silent in face-to-face classrooms yet actively engage in online collaborative settings. This gap reflects a shift in learner identity from "compliant learners" to "collaborative partners." However, little is known about how non-verbal behaviors drive this identity transition.
METHODS: This study employed a grounded theory approach. Data were collected through in-depth interviews with 12 college students, supplemented by WeChat chat logs and collaborative document revision histories, and analyzed using three-level coding.
RESULTS: The findings reveal three categories of non-verbal behaviors that facilitate identity transition: emotional expression, relational coordination, and task support. These behaviors support a progressive mechanism comprising three stages: emotional resonance lays the foundation, boundary dissolution breaks existing frameworks, and relational empowerment affirms the new collaborative identity.
CONCLUSION: Non-verbal behaviors facilitate a dynamic identity shift from compliant learners to collaborative partners. The study provides a theoretical model explaining micro-level mechanisms and offers practical insights for designing online collaborative activities.
METHODS: This study employed a grounded theory approach. Data were collected through in-depth interviews with 12 college students, supplemented by WeChat chat logs and collaborative document revision histories, and analyzed using three-level coding.
RESULTS: The findings reveal three categories of non-verbal behaviors that facilitate identity transition: emotional expression, relational coordination, and task support. These behaviors support a progressive mechanism comprising three stages: emotional resonance lays the foundation, boundary dissolution breaks existing frameworks, and relational empowerment affirms the new collaborative identity.
CONCLUSION: Non-verbal behaviors facilitate a dynamic identity shift from compliant learners to collaborative partners. The study provides a theoretical model explaining micro-level mechanisms and offers practical insights for designing online collaborative activities.