The impact of intragroup relationship conflict on intention to re-enroll: Implications for virtual learning.

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]