The impact of intragroup relationship conflict on intention to re-enroll

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.