Rigorous interaction between peers has been an elusive goal in online asynchronous discussions. Intersubjectivity, the goal of peer-to-peer interaction, is a representation of a higher quality of synthesis. It is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. The content analysis in this research examined the intersubjectivity of peer responses of 2 semesters of a practical online educational technology course and 1 semester of a theoretical worldview course. The peer responses were analyzed using the interaction analysis model. Results found higher levels of intersubjectivity in the theoretical course than the practical courses. It may be more difficult to achieve intersubjectivity in practical, skills-based courses than in theoretical courses, even when knowledge construction is the intended outcome of both types of courses.