Developing a Model of Conflict in Virtual Learning Communities in the Context of a Democratic Pedagogy

Autor/inn/en	Ozturk, Tugba H.; Hodgson, Vivien
Titel	Developing a Model of Conflict in Virtual Learning Communities in the Context of a Democratic Pedagogy
Quelle	In: British Journal of Educational Technology, 48 (2017) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12328
Schlagwörter	Conflict; Computer Simulation; Instructional Design; Teaching Methods; Qualitative Research; Democratic Values; Models; Cooperative Learning; Learning Strategies; Blended Learning; Distance Education; Communities of Practice + Suchen Sie Ihr Suchwort? Konflikt; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Analogiemodell; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Distance study; Distance learning; Fernunterricht; Community
Abstract	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 management or 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 that illustrate 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 learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01