Building Intersubjectivity in Online Learning: Pupils’ and University Students’ Perception of Teachers’ Social Presence in Technology-Mediated Teaching and Learning Processes

Abstract

Jaan Valsiner has been pivotal in my research endeavor. His contributions to the educational field are enormous. He has invited researchers to focus on the individual and the context from an interdisciplinary perspective leading to inspiring ideas that can materialize in novel ways. As an advocate of interdisciplinarity, he has gathered researchers and practitioners together in the Kitchen research group. This weekly innovative global online meeting sees attendees sharing knowledge and experience, thus expanding research borders and adding a global perspective to the presenters' research. Kitchen Seminar is an academic activity born in a university kitchen and evolved into a symbolic online space where novel and experienced researchers can feel at home and free to discuss ideas. When asked to contribute to this issue, I aimed to write a pilot study in the Kitchen fashion, a paper that can trigger debate and discussion and be enriched by different perspectives. In this piece, I will attempt to explore how two subjects, a schoolgirl and a university student from Argentina, perceived their teachers' social presence during the switch to emergency remote learning and teaching during the 2020s global health crises from cultural psychology of semiotic mediation perspective. When the usual school practice was suspended, and the screen became a ubiquitous school, the relationship between students and teachers turned into a technology-mediated one. After a brief theoretical discussion, the analysis of the subjects' narratives can hopefully offer a glimpse of the ways intersubjectivity operated in remote teaching and learning during the period under analysis. I hope many researchers will provide insightful comments that will enrich this work following the Kitchen manners.

Assistant Teaching of Hurdle Technology Based on Mobile Communication Multimedia Technology and MVP Theory

“…In academic achievement, it is divided into the presentation of academic achievement and feedback analysis [18]. rough comprehensive and systematic design, the integration of teaching ideas is clear, teaching experiments are optimized, students' learning efficiency is improved, and a positive and beneficial attempt is provided for the application of MVP in multimedia hurdle teaching [19]. e design of the experimental process determines whether the teaching goal can be realized.…”

Analysis of the “Deep Listening” Spiritual Pedagogy Approach in Online Learning to Build Intersubjectivity

“…Meanwhile, the results of Di Gesu's research (Di Gesú, 2021) explain how intersubjectivity works in online learning according to student perceptions of technology-mediated teachers' social presence. The article from Lim et al (Lim et al, 2017) study explores the combination of course structure, prompt type, and characteristics of discussion posts and their relationships with intersubjectivity.…”

“…This study reinforces the importance of establishing intersubjectivity even when in online learning. that live in the instructor's voice, language, and non-verbal behavior, which becomes as important as the thoughts and skills he wants to convey (Di Gesú, 2021). This paper will also look at the ability of intersubjectivity or the way intersubjectivity works through a shared understanding of learning activities (Soslau, 2015) and through how each person acts himself transactionally and acknowledges the existence of the other through language (Bruner, 1989), or effective collaborative communication (Soslau, 2015).…”

La comunicación entre estudiantes y docentes en tiempos de pandemia: aproximación a las consignas en entornos virtuales de enseñanza aprendizaje en el nivel superior (Argentina)

“…Dentro de este grupo de estudios, nos interesa destacar aquellos que han centrado su atención en la gestión del vínculo entre estudiantes y docentes en el nivel superior. Tal es el caso del de Fernández Torres et al (2021) en universidades españolas, y los de Di Gesú y González (2020), Di Gesú (2021), Dussell et al (2020) y Pereyra (2020), para el caso de Argentina. Respecto del primer trabajo, los autores resaltan las estrategias señaladas por los docentes participantes en su estudio para implicar al alumnado ante la falta de presencia física.…”