Intersubjectivity and Conversational Repair in Asynchronous Online Learning Discussions

Abstract

Intersubjectivity is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. Repair is a conversational strategy that consists of sequences of interaction contributing to the development of intersubjectivity thereby establishing mutual understanding. Repair is used when there is an interruption or there is a need for further clarification by interactants within the dialogue. The purposes of the study were to establish the extent to which 1) the Intersubjectivity Repair Dyad (IRD) is a valid measure of intersubjectivity and 2) any relationship exists between intersubjectivity and conversational repair in asynchronous online learning discussions. Conversation analysis was used to identify the unique repair sequences within the transcripts of 516 posts from 31 participants in an asynchronous discussion forum of a graduate course in instructional design. There was a significant, positive correlation between the Interaction Analysis Model and the IRD (tb = .324, p < .001), suggesting the IRD is a valid measure of intersubjectivity. The total frequency of repair had a statistically significant effect on the prediction of the level of IRD, with an odds ratio of 9.559, 95% CI [5.524, 16.541], Wald ?2(1) = 65.096, p < .001. This finding means an increase in the use of conversational repair within student posts was associated with an increase in the odds of those posts showing intersubjectivity. Encouraging the use of conversational repair within discussion posts might result in higher levels of mutual understanding (intersubjectivity) among the course topics under discussion. Other implications for practitioners and researchers are considered.