ArticleFrontiers in psychology2026
A grounded theory study in blended learning of the facilitation of role transition from compliant learners to collaborative partners regarding non-verbal behavior.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
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.
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