Affection and conflict in learning management system interactions

Authors

  • Ana Luisa Mülbert Universidade Federal de Santa Catarina, UFSC (Brasil)
  • Ariane Girondi Universidade Federal de Santa Catarina, UFSC (Brasil)
  • Alice T. Cybis Pereira Universidade Federal de Santa Catarina, UFSC (Brasil)
  • Marina Keiko Nakayama Universidade Federal de Santa Catarina, UFSC (Brasil)

DOI:

https://doi.org/10.5944/ried.16.2.9905

Keywords:

virtual learning environment, distance education, emotions, conflict, negotiation

Abstract

Interaction in virtual learning environments (VLEs) is a phenomenon of substantial importance for the success of distance learning programs. In this article, we discuss manifestations of emotions and conflict that permeate interactions occurring in VLEs, that is, within a formal system of college education. After our initial focus on dialogues developed by the students, we identify several patterns of interaction that reveal emotions and/or conflict. The collated data correspond to dialogues developed between students and teachers in a distance educational system, which were subjected to content analysis using an interpretive approach. The understanding of emotional content, conflict and negotiation in online learning environments is considered to be relevant to the construction of learning spaces that enhance the manifestation of emotions and the overcoming of conflict.

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References

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How to Cite

Mülbert, A. L., Girondi, A., Cybis Pereira, A. T., & Nakayama, M. K. (2013). Affection and conflict in learning management system interactions. RIED. Revista Iberoamericana De Educación a Distancia, 16(2), 59–72. https://doi.org/10.5944/ried.16.2.9905

Issue

Vol. 16 No. 2 (2013): Miscellany

Section

Research and Case Studies

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