Susanna Annese

• University of Bari Aldo Moro

The main aim of this study is to analyze the relationship between the use of Educational Technology (ET), the development of Burnout Syndrome (BOS), the teachers’ Emotional Styles (ES), and their biographies. A non-probabilistic convenience sample of 379 teachers completed an online survey on the three dimensions above mentioned.Descriptive statist...

Emotions are becoming increasingly central in education research. The research shows a deep gap concerning emotions triggered by socio-constructivist approaches where learning occurs through social interaction, peer-work, group work, and learning activities based on building ideas or concrete objects. The specific emotions emerging in such contexts...

Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school...

While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving st...

In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics – including the role played by tutors and the situated nature of group development – robust and innovative methodologies...

This paper aims to shed light on the process of building intersubjectivity between student-student dyads in a blended educational context. Three girls and five boys, 17 to 18 years old, participated in two types of problem-solving tasks. They formed four dyads and were required to negotiate aloud what to post in a web-forum. Dyads were video record...

Blended learning usually refers to the combination of online/offline instructional methods. In this paper, we describe a university course in “E-learning Psychology” designed to blend not only modes of teaching, tools, and media, but also learning contexts; specifically, academic and professional contexts. To achieve an effective blend of learning...

This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are: What are the stude...

In Dialogical Self Theory a methodological need is currently growing, to investigate the relationship between voices of the self and others at the interpersonal level in social relations. This need is particularly evident in educational contexts where the interplay between community processes and dialogical construction of identity leads to intersu...

By integrating Corporate Social Responsibility (CSR) and Community of Practice (CoP) frameworks, this paper explores how CSR sense-making processes evolved in virtual CoPs on Facebook between enterprises (production vs. service) and stakeholders. Two different corporate Facebook pages were selected and the textual posts (N = 288) produced by commun...

Our basic motivation in this article is the question: what does it mean to participate in learning communities? Starting from a socio-cultural perspective of learning as a social process of participation and of participation as a social experience within 'communities of practice' (Wenger, 1998), we studied participation trajectories in three blende...

The study here presented aims at analyzing professional socialization process according to the cultural and dialogical perspective. It is analysed of how a newcomer participate and learn in a community of practices highly specialized. The newcomers progressive participation trajectory was analysed by observing his non verbal and verbal behaviours i...

The current diffusion of blended communities, characterized by the integration of online and offline interactions, has made necessary a methodological reflection about the suitable approaches to explore psychosocial dynamics in virtual and real communities. In this chapter we propose a mixed approach that 'blends' qualitative and quantitative metho...

The current diffusion of blended communities, characterized by the integration of online and offline interactions, has made necessary a methodological reflection about the suitable approaches to explore psychosocial dynamics in virtual and real communities. In this chapter we propose a mixed approach that ‘blends’ qualitative and quantitative metho...

Blended learning communities are defined by specific learning and psychosocial processes based on the multilayered sense of belonging of the group’s members, related to the merging of both virtual and real interactive contexts. This chapter focuses on the psychosocial dynamics of blended communities, in order to identify some specific participation...

Electronic media contributes toward modifying the self as they shape it as a multivoiced construction. Television talk shows function as a space of parasocial interaction where ordinary people represented on the screen offer involving images of subjectivity for the home viewers. Through interpretative procedures, viewers integrate screen suggestion...

Blended communities represent innovative educational contexts. By merging virtual and real interactive environments, they trigger specific learning and psy-chosocial 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...