students may struggle with the development of a sense of interdependence and intersubjectivity (Lushyn & Kennedy, 2000) and must abandon subjective, individualistic conceptions of learning (Dirkx & Smith, 2004)

Some students coming to online collaborative learning for the first time do not care for the idea of group work and can be apathetic or even on occasion actively hostile to the whole idea (Roberts & McInnerney, 2007). Students struggle with the development of a sense of interdependence and intersubjectivity with their online groups (Lushyn & Kennedy, 2000) but end up holding fast to subjective, individualistic conceptions of learning.

I wonder what Martin Buber would say about this use of the word 'dialogue'...

Candour may bring us to a new level of dialogue. Sometimes sounds like enthusiasm isn’t allowed, in this scene. Which is a lot of what’s behind the “teaching, not tools” rallying cry. We may be deeply aware of many of the thick, tricky, problematic, thorny issues having to do with tools in our lives. We sure don’t assume that any thing or person or situation is value-free. But we really want to talk about learning. We care about learning. We’re big fans of learning. Cyclical debates about tools are playing in the EdTech court, even when they’re “critical”. Or cynical. Sharing about learning experiences can restore our faith in humanity. Which might be needed after delving so much into the experimental side of social psychology.

Speaking of fieldwork and coevalness…

Sounds like a key lesson in any type of dialogue.