A systematic Review of Research on Intersubjectivity in Online Learning: Illuminating Opportunities for Cohesion and Mutual Understanding in the Research Conversation

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review...

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Published inOnline learning (Newburyport, Mass.) Vol. 27; no. 1; pp. 158 - 186
Main Authors Dennen, Vanessa P., Hall, Barbara M., Hedquist, Amber
Format Journal Article
LanguageEnglish
Published Online Learning Consortium 01.03.2023
Online Learning Consortium, Inc
Subjects
Computer Assisted Instruction
Computer Mediated Communication
discussion
Distance Education
Educational Trends
Elementary Secondary Education
engagement
Higher Education
Instructional Design
interaction
intersubjectivity
Kindergarten
Learning Activities
Learning Experience
Learning Processes
Online Courses
Online education
Periodicals
Research Reports
Teacher Student Relationship
Teaching Methods
Trend Analysis
United Kingdom
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Summary:Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors. 
ISSN:2472-5749
2472-5730
DOI:10.24059/olj.v27i1.3430