This paper aims to shed light on the process of building intersubjectivity between student-student dyads in a blended educational context. Three girls and five boys, 17 to 18 years old, participated in two types of problem-solving tasks. They formed four dyads and were required to negotiate aloud what to post in a web-forum. Dyads were video recorded, with eight sessions in total. The same pairs participated in both tasks. We are interested in understanding how the intersubjective processes were affected by the tasks and by the dyads. The two tasks differ concerning the structure of the problems. The first task was based on two short papers – one pro and other con – referring to a problem close to students' real life: the use of digital devices in class. The second problem was based on perspective-taking: dyads were required to imagine “How would the school of the future look in 20 years.” Data were analysed through a purpose-built codebook, comprising five macro-categories and 21 subcategories. Altogether, our results indicate an effect of both the type of task and of dyads' specific style of interaction. Nevertheless, a five-step process featuring intersubjectivity was found. Practical implications for teachers and educators are highlighted.
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