Student team virtuality: examining student experiences and outcomes

Abstract

Web 2.0 embraces a range of technologies. This paper seeks to examine the blended experiences of a cohort of undergraduate student’s (N=355) in their use of face-to-face and virtual tools to complete a team project. The paper extends the work of Kirkman and Mathieu’s (2005) dimensions of virtuality by examining synchronous, asynchronous and social media technologies, perceived information richness and use of virtuality to better understand the appeal of these technologies in terms of student diversity and student outcomes (assessed as team productivity and learning). The findings suggest that students with english as a first language use technologies differently to those for whom english is a second language. Females as compared to males find virtual tools a richer media. The qualitative findings reveal that students like using wikis because it provides a common technology platform, provides transparency of member contributions, allows structured knowledge sharing and collaboration and for some it was convenient. The findings also showed that some technologies were positively associated with team productivity and learning (e.g., social media) and that face-to-face interaction is still important to student outcomes.