We are in the “breakout room.” Now what? An e-portfolio study of virtual team processes involving undergraduate online learners

The COVID-19 pandemic, resulting in unprecedented campus closures and social distancing, has reinforced the value of learning using a virtual teamwork format. While a large body of research focuses on the inputs (members’ skills, motivation, technology, and virtuality) and outcomes (satisfaction, performance, and learning) of virtual teamwork, to date, only a limited number of studies have explored virtual teamwork processes involving university students. By drawing on the team processes model ( Marks et al., 2001 ), in this qualitative study, we extend the scope of virtual team processes to a university online course. In addition, we explore transition, action, and interpersonal processes that undergraduate students experience when learning in virtual teams. The study participants included Japanese and international students ( N = 20) from three universities in Japan taking a synchronous online course in international organizations during the summer of 2020; 15 combinations of virtual teams were created. The study is based on the inductive content analysis of e-portfolios created and managed by students taking the online course. The findings show that virtual teams are multitasking entities that transition through multiple processes simultaneously and consequentially to achieve team goals. From the analyzed e-portfolios, it can be observed that across all themes, systems monitoring (action processes), affect management (interpersonal processes), and strategy formulation and planning (transition processes) have been crucial in invigorating virtual teams toward task accomplishment. Finally, the study discusses both theoretical and practical implications.

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The power of individual cultural values in global virtual teams

International Journal of Cross Cultural Management ◽

10.1177/1470595812439868 ◽

2012 ◽

Vol 12 (2) ◽

pp. 193-210 ◽

Cited By ~ 24

Author(s):

Audra I. Mockaitis ◽

Elizabeth L. Rose ◽

Peter Zettinig

Keyword(s):

Cultural Values ◽

Cultural Differences ◽

Virtual Teams ◽

Virtual Team ◽

Global Teams ◽

Global Virtual Teams ◽

Team Processes ◽

Team Members ◽

Face To Face ◽

The Relationship

This paper investigates the perceptions of members of 43 culturally diverse global virtual teams, with respect to team processes and outcomes. Despite widespread acknowledgement of the challenges presented by cultural differences in the context of global teams, little is known about the effect of these differences on team dynamics in the absence of face-to-face interaction. Using a student-based sample, we study the relationship between global virtual team members’ individualistic and collectivistic orientations and their evaluations of trust, interdependence, communication and information sharing, and conflict during the team task. Our results suggest that a collectivist orientation is associated with more favorable impressions regarding global virtual team processes and that cultural differences are not concealed by virtual means of communication.

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Virtual Team Effectiveness

Remote Work and Collaboration ◽

10.4018/978-1-5225-1918-8.ch036 ◽

2017 ◽

pp. 687-706 ◽

Cited By ~ 2

Author(s):

John R. Carlson ◽

Dawn S. Carlson ◽

Emily M. Hunter ◽

Randal L. Vaughn ◽

Joey F. George

Keyword(s):

Virtual Teams ◽

Team Effectiveness ◽

Survey Methodology ◽

Instant Messaging ◽

Virtual Team ◽

Interpersonal Processes ◽

Mediated Communication ◽

Team Members ◽

Main Effect

The work of virtual teams is increasingly important to today's organizations, work that is accomplished predominantly via computer-mediated communication. The authors investigate the moderating role of experience with instant messaging on the team interpersonal processes (cohesion and openness) to team effectiveness relationship in virtual teams. Data were obtained from 365 virtual team members using survey methodology and analyzed using hierarchical moderated regression and multilevel analyses. They found that team cohesion has a main effect on team effectiveness. Team openness has a main effect and is moderated by experience with instant messaging, i.e., strengthens the relationship. Understanding the role of team interpersonal processes and the role of the communication media will allow managers to more effectively build virtual teams and provide effective training and support. Using the theoretical lens of channel expansion theory the authors expand theoretical, empirical and practical knowledge of this area.

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Teaching Virtual and Cross-Cultural Collaborations: Exploring Experiences of Croatia- and U.S.-Based Undergraduate Students

Journal of Management Education ◽

10.1177/1052562920972170 ◽

2020 ◽

pp. 105256292097217

Author(s):

Maya Vidovic ◽

Michelle Hammond ◽

Jenna Lenhardt ◽

Michael Palanski ◽

Joy Olabisi

Keyword(s):

Organizational Behavior ◽

Virtual Teams ◽

Undergraduate Students ◽

Time Management ◽

Virtual Team ◽

The United States ◽

Cross Cultural ◽

Lessons Learned ◽

Business World ◽

Team Efficacy

Two important characteristics of contemporary teamwork are working with colleagues from diverse cultural backgrounds and working in virtual teams. Hence, preparing students to successfully navigate through the business world must include developing these two skills. To investigate learning for both cross-cultural and virtual collaboration, we conducted a cross-cultural virtual team experiential exercise with 635 undergraduate students comprising 189 teams. The exercise was part of Organizational Behavior classes at three university campuses—two in the United States and one in Croatia. Data analysis examining skills development and efficacy demonstrated a significant increase in virtual team efficacy for all students and a significant increase in cross-cultural efficacy for students in Croatia. Qualitative results point to differences in key lessons learned between U.S. and Croatian students, such as communication skills, time management skills, and intensity of the experience. We provide a description of the exercise, lessons learned, and suggestions for future use, including adaptations to smaller class sizes.

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Effective Virtual Teamwork

Virtual and Collaborative Teams ◽

10.4018/978-1-59140-204-6.ch002 ◽

2011 ◽

pp. 20-34 ◽

Cited By ~ 5

Author(s):

Lynne J. Millward ◽

Olivia Kyriakidou

Keyword(s):

Focus Groups ◽

Virtual Teams ◽

Team Building ◽

Virtual Team ◽

Team Identification ◽

Virtual Teamwork ◽

Team Commitment ◽

Team Success

While much of the work on virtual teams is grounded in the assumptions that teams are concrete entities, this chapter conceptualizes teams as psychological entities, existing in the minds of teams’ members and stakeholders. Drawing from interviews with 40 experts in virtual team building and two focus groups, we offer four principles for the existence of a virtual team: the awareness of its members that they are a “team,” identification with the team, commitment to the team goals, and accountability for team success. We then build upon that base to discuss how teams can be made more “intelligent.”

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A Virtual Team in Action

Virtual Teams ◽

10.4018/978-1-59140-166-7.ch004 ◽

2011 ◽

pp. 91-115 ◽

Cited By ~ 1

Author(s):

Ian K. Wong ◽

D. Sandy Staples

Keyword(s):

Information Technology ◽

Empirical Research ◽

Virtual Teams ◽

Organizational Context ◽

Virtual Team ◽

Organizational Environment ◽

Team Composition ◽

Practical Application ◽

Team Processes

Examined in this chapter are the characteristics of a project-based virtual team. Although there is some empirical research on virtual teams, little research has focused on describing the practical application of a virtual team in the organizational environment. Described in the chapter are the task and goals of the team, how it handled virtual challenges and used information technology to bridge distance, and how it functioned within its organization. Specifically, the task of the team, team composition, team beliefs, team processes, organizational context, and the effectiveness of the team are described. The chapter is concluded with a summary of characteristics of successful virtual teams.

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Unpacking the Role of Feedback in Virtual Team Effectiveness

Small Group Research ◽

10.1177/10464964211057116 ◽

2021 ◽

pp. 104649642110571

Author(s):

Lisa Handke ◽

Florian Klonek ◽

Thomas A. O’Neill ◽

Rudolf Kerschreiter

Keyword(s):

Virtual Teams ◽

Team Effectiveness ◽

Virtual Team ◽

Vital Role ◽

Team Development ◽

Team Processes ◽

Psychological States ◽

Related Information ◽

Feedback Interventions

Feedback is a cornerstone of human development. Not surprisingly, it plays a vital role in team development. However, the literature examining the specific role of feedback in virtual team effectiveness remains scattered. To improve our understanding of feedback in virtual teams, we identified 59 studies that examine how different feedback characteristics (content, source, and level) impact virtual team effectiveness. Our findings suggest that virtual teams benefit particularly from feedback that (a) combines performance-related information with information on team processes and/or psychological states, (b) stems from an objective source, and (c) targets the team as a whole. By integrating the existing knowledge, we point researchers in the direction of the most pressing research needs, as well as the practices that are most likely to pay off when designing feedback interventions in virtual teams.

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Industry Perspective

International Journal of e-Collaboration ◽

10.4018/jec.2011070104 ◽

2011 ◽

Vol 7 (3) ◽

pp. 43-54 ◽

Cited By ~ 3

Author(s):

Darleen DeRosa

Keyword(s):

Virtual Teams ◽

Team Performance ◽

Return On Investment ◽

Virtual Team ◽

Full Potential ◽

Travel Costs ◽

Virtual Teamwork ◽

Core Practices ◽

Over Time

Rising travel costs, coupled with the global dispersion of talent, are two of the reasons that organizations have migrated toward virtual teamwork. While numerous organizations have made significant investments in virtual teams and the technology to support them, a surprising number of virtual teams are not reaching their full potential. A new study conducted by OnPoint surveyed 48 virtual teams across industries and found that there are specific practices that are the key ingredients for optimal virtual team performance. If organizations want to maximize their return on investment, they should ensure that these core practices are in place and continually assess the performance of their virtual teams against these factors over time.

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Managing in the Time of Virtualness

Leadership in the Digital Enterprise - Advances in Business Strategy and Competitive Advantage ◽

10.4018/978-1-60566-958-8.ch005 ◽

2010 ◽

pp. 62-75 ◽

Cited By ~ 3

Author(s):

Traci Carte ◽

Heather King

Keyword(s):

Change Management ◽

Virtual Teams ◽

Team Performance ◽

Management Practices ◽

Virtual Team ◽

Effective Practices ◽

Team Processes ◽

Face To Face ◽

Collaborative Technologies ◽

Communication Practices

Virtual teams are increasingly being utilized by organizations in order to bring together far-flung expertise using collaborative technologies rather than physical relocation. While many organizations have been quick to utilize technology to enable this new virtual team structure they have been slower in recognizing the needed complementary shifts in management practices surrounding such teams. This chapter seeks to offer advice to managers in this new time of “virtualness.” Interviews were conducted with a variety of individuals engaged in virtual team activities asking about communication practices, performance, change management, and leadership. The authors further probed about what technologies were in use by teams and what areas of the team processes could be improved. Finally, they asked the participants to draw distinctions between their views on effective practices of face-to-face teams and effective practices of virtual teams. From this interview data, insights are offered into social and managerial issues that drive virtual team performance.

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Virtual Teamwork and Commitments Impact on Project Quality

International Journal of e-Collaboration ◽

10.4018/ijec.2017100103 ◽

2017 ◽

Vol 13 (4) ◽

pp. 42-58

Author(s):

Harold Daniel ◽

Christian Graham ◽

Brian Doore

Keyword(s):

Virtual Teams ◽

Negative Impact ◽

Virtual Team ◽

Short Term ◽

Virtual Teamwork ◽

Project Quality ◽

Team Projects ◽

Project Outcome ◽

Team Project

This article examines how commitment among individuals involved in a short term, virtual team projects influence the quality of the project outcome. Results indicate that forced and habitual commitment types had a negative impact on virtual team project quality but found no evidence of the hypothesized positive influences of affective, normative or economic commitment. Findings suggest that commitment in virtual teams, particularly those virtual teams that engage in short term projects, may not exert the influence observed in co-located teams involved in longer duration projects. Further, forced and habitual commitment may actually be destructive. As such, the findings of this study suggest that for project quality to be achieved, other forces may be necessary.

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Learning in Virtual Teams: Exploring the Student Experience

10.28945/2947 ◽

2006 ◽

Author(s):

Annegret Goold ◽

Naomi Augar ◽

James Farmer

Keyword(s):

Project Management ◽

Virtual Teams ◽

Real Life ◽

Virtual Team ◽

Learning Activities ◽

Online Course ◽

Learning Resource ◽

Face To Face ◽

Online Mode

In 2005 an undergraduate course in project management was converted from face-to-face mode to wholly online mode. The online course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. This paper reports the findings of three surveys that were completed by students during the semester, to gauge their opinions about their experiences of working in virtual teams within the learning environment. Most students indicated that they valued the opportunity to discuss various aspects of the course with peers and faculty online, and to interact with real-life employees of UE. Overall the findings show that students were satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

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