Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning

Authors:
Kui Xie;Nicole C. Miller;Justin R. Allison
Affiliations:
Department of Educational Studies, The Ohio State University, Columbus, OH 43210, USA;Department of Curriculum, Instruction, and Special Education, Mississippi State University, Mississippi State, MS 39762, USA;Department of Instructional Systems and Workforce Development, Mississippi State University, Mississippi State, MS 39762, USA
Venue:
Computers & Education
Year:
2013

Citing 3
Cited 0

Being polite while fulfilling different discourse functions in online classroom discussions

Computers & Education
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computers & Education - Methodological issue in researching CSCL
Effects of anonymity, invisibility, and lack of eye-contact on toxic online disinhibition

Computers in Human Behavior

Quantified Score

Hi-index	0.00

Visualization

Abstract

This case study examined an authentic online learning phenomenon where social conflict, including harsh critique and negative tone, weaved throughout peer-moderated online discussions in an online class. Opening coding and content analysis were performed on 1306 message units and course artifacts. The results revealed that a model of social conflict evolution, that is, social conflict within the learning community evolved through five general phases including cultural initiation, social harmonization cycle, escalation of conflict, intervention and stabilization, and adjourning. The results also suggested strong relationships between social and learning interactions during these five phases of social conflict development. This study has theoretical and practical implications for designing and managing learning activities in online classes.