Redefining Student Learning Identities

Insights into the Transformation of Identities through a Blended Learning Approach

Abstract

This paper presents a focused examination of a practitioner research case study, honing in on twelve college students in a class of thirty-seven, enrolled in a chemistry course within a blended learning framework. Over the course of two years, the research aimed to delve deeply into the impact of networked learning experiences on the learning identities of these students. Through meticulous exploration using in-depth interviews, significant positive transformations in the learning identities of these twelve students were unearthed. The research question guiding this work was to understand how the blended learning approach, which included an online networked learning component supplementing face-to-face learning, brought about a change in student learning. The study investigated the impact of online participation on the learning identities of the students and how, in turn, the class was generally affected by the transformation of student identities. By examining the interplay between online and face-to-face learning modalities, this research sheds light on the complex dynamics shaping the learning experiences and identities of college students in blended learning environments. Distinctly, the investigation identified two main components of the student learning identity. These are the academic and positional sub-identities. The academic identity transformation was particularly noteworthy, revealing an emergent sense of control, agency, empowerment, and competence as a result of the students embracing online collaborative learning. Simultaneously, the research brought to light changes in the positional identity, encompassing persona-related, acted, and relational identities. The interplay of these identities within the class fostered a profound sense of belonging, of being valued, and connectedness among the students, extending its influence into the face-to-face learning contexts.
The findings emphasize that networked learning collaborative skills not only enhance traditional educational practices but also play a key role in effecting positive changes in students' learning identities. The integration of online collaborative learning within traditional educational settings emerged as a catalyst for fundamental transformations in how students perceive and engage with their learning processes. The research contributes to knowledge on the impact of digital pedagogies on learning identities and suggests that educators can use online collaborative learning experiences to cultivate a more profound impact on students' learning identities and engagement, thereby enriching both theory and practice in education. It offers valuable insights on fostering dynamic and empowered learning environments to educators.