Do discussions succeed in digital learning? On the relevance of conversations for academic learning

This paper examines texts by twelve students in which they spontaneously recall a discussion in their studies that they  vividly remembered. These texts are used to investigate the  extent to which students themselves address  differences between in-person teaching and the digital  format, how they evaluate this, and how this changes their  academic learning. The results can be divided into three groups. One group spontaneously recalls discussions that  they experienced as lively. In their memories, emotions are  present, as well as other details of the situation and the  issue(s) being discussed. These memories relate to in-person experience. Another group had difficulty finding  something worth remembering that fits the narrative impulse. Here, both in-person and digital study situations  are considered. A third group reported that no discussions  took place at all in online teaching, which is why they could  not write down memories. Based on these results, the  change in scientific learning is examined theoretically with  reference to the approach of Ludwik FLECK, the “memory  work” of Frigga HAUG, and the approach of dialogic learning (BERTAU, 2021).