The dynamics of the end of the discussion changed in comparison to what happened so far: The moderator referred to Judith’s contributions, and she reacted to them. In these interactions, Ahmad gave to Judith ideas that complete or challenge the ideas she brought forward. Judith identified this new style as that of a challenging moderator. Judith responded by adding more ideas or more details to ideas already expressed. She felt that there is a learning layer in the discussion, and also learns from the inventive strategies he adopts to go deeper in the discussion and to improve its quality. In contrast, the two other discussants vanished from the scene and did not contribute even when Ahmad turned to the whole group to refer to the discussion in a reflective way (Turn 38): Intermediate summary we have here two viewpoints Turn 35 and Turn 36; is it possible to bridge between them or do they contradict each other? Ahmad’s attempt to instigate a common conclusion encountered Judith’s strong opposition, who was happy that she could finally develop her own ideas and who thought that the opinions brought forward by Rim and Fatima are not academic enough. Judith saw in their desertion from the discussion an additional proof of their weakness and of their lack of motivation. For example, when Ahmad asked her to think about relations between her and Fatima’s ideas at Turn 42, she wrote: They do not contradict, they are not connected. Ahmad’s reaction at Turn 44 (We don’t say ‘contradict’ or ‘connected’ we say ‘two positions’ and whether it’s possible to integrate them in a composite sentence?) is opposed by Judith who asks Why is it needed?. Ahmad, who did not receive any reaction from Fatima and Rim, wrote up the summary by himself in Turn 47: My summary: we can’t give up the role of the teacher so that we should continue to take the teacher into consideration in any activity linked to learning and teaching in school. And in the same breath, it is impossible to neglect the student when we study the teacher so that both the teacher and the learner are not disconnected from their learning environment in school and in family. Just after he posted this contribution, he wrote another contribution (Turn 48): Those who do not agree should offer an alternative proposal. Judith reacted I agree in Turn 49. Fatima and Rim did not react . Somehow, this episode should have been out of topic in our quest for maintenance of communication: Ahmad who decides to sum up the discussion, interacts with Judith whereas Fatima and Rim remain silent. However, as we will see, this e-silence is all but a lack of attendance; it is loaded, full of anger, inscribed there on a map that shows their presence. Let us see how this episode was interpreted by Ahmad, Judith and Fatima in their auto-confrontation.
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A Common Summary or the Moderator’s Aggressive Coercion?