The Effectiveness of Virtual Team Learning and Its Potential Factors in Entrepreneurship Education Courses

Abstract

Entrepreneurial instructors and learners are pioneers in adopting virtual team learning processes, despite its novelty and the lack of empirical results showing its effectiveness. In this study, we present an online survey method that was designed to collect data from both students and educators from higher education institutes, in order to analyse the perception of virtual team learning from competence, technologies, and possible factors influencing entrepreneurial education. Findings show that virtual team learning and technologies are effective for entrepreneurship education. Gender, family entrepreneurial history, and prior entrepreneurial experience do not significantly affect respondents’ attitudes. The role, education degree, and field have impaction in certain aspects. This research will help educators and entrepreneurial scholars to adopt virtual team learning in practice and theoretical studies.