A grounded theory study in blended learning of the facilitation of role transition from compliant learners to collaborative partners regarding non-verbal behavior.

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.