1. The impact of intragroup relationship conflict on intention to re-enroll: Implications for virtual learning.
- Author
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Zhu, Ying, Lynette Wang, Valerie, Leach, Evan, Cruthirds, Kevin, and Wang, Yong
- Subjects
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TELEMATICS , *DIGITAL learning , *INTENTION , *SCHOOLS , *REGRESSION analysis , *VIRTUAL communities - Abstract
Purpose: Scholars have identified several predictors of learner satisfaction, but little research addresses the impact of intragroup conflict in a virtual learning context. The purpose of this paper is to investigate the potentially deleterious effects of perceived intragroup relationship conflict on virtual learners' intention to re-enroll. Design/methodology/approach: Data were systematically collected from virtual learners using an online questionnaire and then analyzed by multiple regression models. Findings: The results show that emotional expressiveness is an antecedent to perceived intragroup relationship conflict, and the relationship is moderated by individuals' perceived enjoyment of computer-mediated communication. Virtual learners with a higher emotional expressiveness (i.e. extraverts) experience higher perceived relationship conflict, which in turn, lowers their intention to re-enroll. Research limitations/implications: The study confirms the antecedent and consequence of perceived intragroup relationship conflict in a virtual learning context. Practical implications: Educational institutions and businesses may use three proposed strategies to deal with intragroup relationship conflict. Originality/value: The study contributes to the limited knowledge on how to effectively manage virtual learning interactions by educational institutions and businesses. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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