Intertextuality and hypertextuality as twin modes of convergence operationalizing online education¶

Theory · All theories
Evidence · no claims cited

Description¶

The article treats intertextuality—words and texts always interacting and effectuating new semiotic realities—as a synonym for integration, reciprocity, and structural unboundedness, and a philosophy of learning describing meaning-making between humans and texts. Hypertextuality, the electronic links and texts that operationalize computerized devices, extends this logic into digital networks and online education. The two are framed as figurative equivalents or two modes of convergence that inform teaching and learning with technology. The article states that "hypertextuality is intertextuality reimagined for a world that rationalizes itself through computerized devices and the vast digital networks that allow us to cross space and time."

Design Implications¶

Context¶

Requirements¶

• Recognition of texts, hyperlinks, and digital networks as integrative media rather than mere delivery tools

Constraints¶

• Framed as conceptual analysis drawing on semiotic theory rather than empirical study

Target Learners¶

• online educators
• higher education students

Target Learning Objectives¶

• understanding knowledge as integrative and networked
• meaning-making across texts and media

Claims¶

Related Theories¶

• Dialogism, intertextuality, and hypertextuality: the language-centered genealogy leading to connectivism
• Anderson's six modes of interaction as an architectonic model of online education
• The Kantian Effect: a metaphor and paradigm linking intertextuality and interdisciplinarity through four dialogic principles

Examples¶

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Key Sources¶

• Dennis, J. (2022). (Re)Framing Our Frames: Architectonics, Intertextuality, and the Scholarship of Integration in Online Education. Canadian Journal of Learning and Technology, 48(2). https://www.cjlt.ca. doi:10.21432/cjlt28123