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.

Job-related demands and resources for employees working on virtual teams: A qualitative-study

BACKGROUND: The increasing globalization and the advances in communication technology have expedited the formation of virtual teams. The geographical distribution of virtual team members entails significant changes in working conditions. There is limited knowledge about the demands and resources virtual team members experience and how these can affect their mental health. OBJECTIVE: The aim of this study is to identify the work-related psychological demands and resources of virtual team members. METHODS: 14 semi-structured interviews with virtual team members were conducted. Study participants were recruited based on the gatekeeper principle and the snowball principle. The interviewees were asked about self-perceived job demands and resources of virtual teamwork. The interviews were analyzed according to Mayring’s structuring content analysis. RESULTS: Based on the qualitative analysis, the following job demands were explored among virtual team members: challenges due to permanent availability, technical conditions, and communication issues with other virtual team members. Job-related resources among virtual team members were also identified and are reflected in increased autonomy, flexibility and improved compatibility of private and professional working life. CONCLUSION: This study contributes to the understanding of the specific working conditions of virtual team members and identified job demands and resources of virtual teamwork. In addition, this study can be used as a basis for further quantitative investigations.

International Online Collaboration Competencies in Higher Education Students: A Systematic Review

The COVID-19 pandemic has been forcing people to work remotely in virtual teams around the globe. Global virtual teamwork will continue, and people are not sufficiently prepared for this, resulting in reduced team commitment and lower performance. Higher education institutions need to equip their graduates with International Online Collaboration Competencies (IOCCs), but research into these is fragmented, lacking even a definition of these competencies. This study was systematically reviewing empirical studies on IOCCs. 516 studies were reviewed, and data from 14 full texts were analyzed. Six competence domains emerged from the literature. Most studies focused on single domains of IOCCs, and none of the studies covered all domains. Results indicate that this preliminary framework for higher education students provides a first overview of the fragmented literature on IOCCs. Methods to teach and evaluate IOCCs acquisition are underdeveloped but urgently needed to equip professionals for global virtual teamwork.