Was transitioning to the virtual environment worth it: effects of different virtual team projects during the COVID-19 pandemic

PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed...

Full description

Saved in:
Bibliographic Details
Published inHigher education, skills and work-based learning Vol. 14; no. 1; pp. 218 - 235
Main Authors Carle, Heather, Scheuer, Cara-Lynn, Swartz, Stephanie
Format Journal Article
LanguageEnglish
Published Bingley Emerald Publishing Limited 01.02.2024
Emerald Group Publishing Limited
Subjects
Anxiety
Collaboration
Computer Attitudes
Computer literacy
COVID-19
Cultural differences
Culture
Distance learning
Educational technology
Online instruction
Pandemics
Pedagogy
Self-efficacy
Skill Development
Skills
Student Development
Students
Teaching methods
Technology Acceptance Model
Virtual teams
Virtual team projects
Computer self-efficacy
COVID-19
Intercultural competence
Global virtual teams
Intercultural sensitivity
Anxiety
Online AccessGet full text

Cover

More Information
Summary:PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.Originality/valueThe study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.
ISSN:2042-3896
2042-390X
DOI:10.1108/HESWBL-12-2022-0285