TY  - JOUR
AB  - 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.
VL  - 29
IS  - 6
SN  - 1066-2243
DO  - 10.1108/INTR-01-2018-0043
UR  - https://doi.org/10.1108/INTR-01-2018-0043
AU  - Zhu Ying
AU  - Lynette Wang Valerie
AU  - Leach Evan
AU  - Cruthirds Kevin
AU  - Wang Yong
PY  - 2019
Y1  - 2019/01/01
TI  - The impact of intragroup relationship conflict on intention to re-enroll: Implications for virtual learning
T2  - Internet Research
PB  - Emerald Publishing Limited
SP  - 1370
EP  - 1385
Y2  - 2024/04/19
ER  -