Productive and unproductive conflict in online environment (QUA-M3-01-EN)

• Differentiate between productive conflict from unproductive conflict in an online class.
• To recognize where conflict is building in the classroom.
• To find strategies to redirect conflict to productive learning situations.

• Educators, trainers, councillors, youth workers

Introduction:

Facilitator will give some introduction to the subject, for example: Some types of conflict can be disturbing, but there are other cases in which conflict can be good for the learning environment. Let's explore the differences between productive/good and unproductive/bad conflict.

STEP 1: Facilitator will invite participant to learn more about productive and unproductive conflict which can occur also in online environment. Facilitator will share the handout. Participants should mark differences described in handout: productive conflict with green marker, and unproductive conflict description with red marker. Participants will together discuss how they marked the descriptions and discuss this with facilitator why.

STEP 2: Discussion will take place now in order to summarize participants experience with encountering a conflict between students/pupils in online environment. If they have experience, they share it with a group. If they do not have experience, facilitator will guide them through several practical points and questions.

Facilitator asks participants following questions:

• What should I as a teacher do at the beginning of the online class?
• In what case would you decide not to intervene?
• What are the consequences of engaging or not engaging in conversation?
• Ask yourself, is there enough time to fully address the issue during the class?

Participants discuss their opinion on procedure in online class or in the conflict event.

Green and red marker, printed handout

• Guidance
• Matching
• Discussion

Start the acitivity with description of productive and unproductive conflict.

The answer for STEP 1: Productive conflict (green): focuses on issues, solutions, future, brings people together, cooperate, involves trust and respect, clarifies positions and perceptions.

STEP 2:

What to the at the beginning of the online class? Set clear rules how to behave in online environment and your expectation. If you are dealing with sensitive subject, prepare structure for the class, so you well decrease possibility of the conflict.

In what case would you decide not to intervene? Possible answer: when students are able to work out the issue together. This is important part of group dynamic. Pay attention to the rising emotions and tone of communication. Teacher may intervene if the conflict is no longer productive.

What are the consequences of engaging or not engaging in conversation? Possible answer: Your presence in the conversation may provide clarity to misinformation and/or diffuse interpersonal conflict. Healthy differences are welcomed, however  when conflicts become issues of netiquette or misconduct, it is important to engage as quickly as possible to reiterate the expectations of the group.

Is there enough time to fully address the issue? Posible answer: Similar to face-to-face classes, disagreements in online meetings can require a lot of time to resolve within the classroom. If the group's focus shifts to engaged debate, consider the relevance of the topic to the course content as well as the group's emotional attachment to the issue. Debriefing activity is expected after the conflict and should address students’ feelings and misconceptions. Also, you as a teacher can consider to use a reflection about beliefs of your students and how a conflict changed (if so) their opinion on the topic.

Handling conflict in an online environment (good vs bad). 2020. Centre for Academic Innovation. Retrieved and adapted from: https://onlineteaching.umich.edu/handling-conflict-in-an-online-environment-good-vs-bad/

Yes, please download it from here.