TY - JOUR

T1 - Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy

AU - Ozturk, Tugba

AU - Hodgson, Vivien

N1 - This is the peer reviewed version of the following article: Ozturk, T. H. and Hodgson, V. (2017), Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy. Br J Educ Technol, 48: 23–42. doi:10.1111/bjet.12328 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/bjet.12328/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2017/1

Y1 - 2017/1

N2 - In this paper, we argue that in order to get a fuller understanding of the complexity of conflict in democratic pedagogies in online and blended learning settings, it is important to know not only how to manage or resolve it, but also how it is triggered and can be avoided. The emancipatory nature of democratic pedagogies fosters differences, and differences provide the basis for the emergence of conflict among learning community members. Much has been written on certain aspects of conflict, such as conflict managementor effects of conflict; however, these studies are frequently disparate and fragmented. Conflict has a cyclical dynamic and the main purpose of this study has been to experimentally build an analytical model of this cyclical dynamic of conflict, drawing on both literature and research data.We believe that such a model might empower practitioners and designers of democratic pedagogies to embrace and work with the differences that lead to conflict, as a way to support collaborative learning and action. The model of conflict which emerged at the end of the study is supported by illustrative qualitative evidence and constituted in a diagrammatic depiction of analytic themes thatillustrate the connections between these themes, and the values ascribed to them. The outcomes of this study have implications for developing learning strategies for distance and blended learning

AB - In this paper, we argue that in order to get a fuller understanding of the complexity of conflict in democratic pedagogies in online and blended learning settings, it is important to know not only how to manage or resolve it, but also how it is triggered and can be avoided. The emancipatory nature of democratic pedagogies fosters differences, and differences provide the basis for the emergence of conflict among learning community members. Much has been written on certain aspects of conflict, such as conflict managementor effects of conflict; however, these studies are frequently disparate and fragmented. Conflict has a cyclical dynamic and the main purpose of this study has been to experimentally build an analytical model of this cyclical dynamic of conflict, drawing on both literature and research data.We believe that such a model might empower practitioners and designers of democratic pedagogies to embrace and work with the differences that lead to conflict, as a way to support collaborative learning and action. The model of conflict which emerged at the end of the study is supported by illustrative qualitative evidence and constituted in a diagrammatic depiction of analytic themes thatillustrate the connections between these themes, and the values ascribed to them. The outcomes of this study have implications for developing learning strategies for distance and blended learning

KW - group conflict

KW - virtual learning communities

KW - democratic pedagogy

U2 - 10.1111/bjet.12328

DO - 10.1111/bjet.12328

M3 - Journal article

VL - 48

SP - 23

EP - 42

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 1

ER -