Learning to work in partially distributed teams: The impact of team interaction on learning outcomes

Abstract

Partially distributed teams (PDTs) consist of two or more subteams that are separated geographically. This paper presents the results of a study of global partially distributed student teams collaborating over a five-week period. Over one thousand students participated from more than a dozen universities spanning nine countries. By understanding what drives learning, we are better equipped to prepare students for careers in the global marketplace. Thus, the research question addressed is, "What are the relative impacts of team interaction variables on (1) learning to work in partially distributed teams and (2) learning skills pertaining to requirements determination and high-level design within the domain of emergency management information systems (EMIS)?" Eight explanatory variables were investigated in a multiple regression analysis. Three variables, coordination, interaction performance, and (lack of) conflict were significant in both within and between subteam analyses in both learning contexts. Shared identity was significant regarding PDT learning while personal and process trust were significant regarding EMIS domain learning. © 2012 IEEE.