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Learning through Asynchronous Discourse: An Interdisciplinary Perspective on Intersubjectivity
PROCEEDING

, Northcentral University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Discussion-based teaching is an ancient art form. Used in digital platforms, though, the phenomenon is more contemporary and sometimes less effective. For all of our digital discourse, sometimes we are not saying much. Since the communication that occurs in a learning environment is the most important aspect of that learning environment, not saying much can mean not learning much. While online learning enthusiasts call for greater interaction, such interaction does not take us as far as we want to go – as far as we can go – as learners. Where interaction falls short, intersubjectivity steps in.

In terms of learning, intersubjectivity is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. While intersubjectivity is a well-established construct in the fields of philosophy, psychology, and sociology, the construct has grown from these roots to be applied in the domain of education.

Citation

Hall, B. (2019). Learning through Asynchronous Discourse: An Interdisciplinary Perspective on Intersubjectivity. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1100-1103). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .