Facilitating blended learning in teacher learning groups: experiencing social configuration during face-to-face and online meetings

Purpose: This study examines participants’ experiences of social configuration in blended teacher learning groups (TLGs) during face-to-face and online meetings. It aims to explore how the social configuration is perceived in these environments, focusing on three dimensions: shared identity and equal relationships (SIER), practice integration (PI) and long-term orientation and goals (LTOG). The research seeks to assess the effectiveness of blended learning approaches in TLGs and identify areas for the facilitation of collective learning experiences for teachers. Design/methodology/approach: A qualitative approach was used to collect data from three TLGs at a Dutch primary teacher education institution. Data sources included audio recordings, semi-structured interviews and focus group sessions with student teachers, in-service teachers, educators and experts. Deductive and inductive coding methods were applied, and the inter-rater reliability reached Krippendorff’s alpha of 0.84. Findings: The study revealed that participants experienced the social configuration more positively in face-to-face meetings than in online contexts. Findings include: (1) PI was perceived positively in both settings, with face-to-face meetings favoured for product development; (2) LTOG were more effectively addressed in face-to-face meetings; online meetings helped maintain focus on short-term goals and (3) SIER were stronger in face-to-face settings, with online meetings presenting challenges in creating a sense of community and equality. Technical issues and fixed scheduling of online meetings also negatively impacted the social configuration experiences. These findings highlight the importance of the facilitator and the need for tailored facilitation strategies to enhance the effectiveness of blended TLGs. Originality/value: The study’s originality lies in its focus on the three dimensions of the social configuration within blended TLGs, providing insights into each learning environment’s strengths and limitations. By identifying specific factors that influence the social configuration in blended settings, the research offers valuable recommendations for optimizing collective learning experiences in TLGs.