By Topic

Influencing Individual Perceptions of Deep Level Diversity in Virtual Learning Teams (VLT)

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

4 Author(s)
Newell, J. ; Dept. of Inf. Syst., Univ. of Arkansas, Fayetteville, AR ; Robert, L. ; Riemenschneider, C. ; Maruping, L.

Two emerging trends are impacting both universities and corporate training programs: virtual learning and diversity. Virtual learning teams (VLT) learn by solving intellectual and cognitive tasks that require the sharing and utilization of information to achieve learning objectives. VLT members are separated by spatial distance and do not have the same opportunities to communicate as do traditional learning teams. Compounding the operational challenge of establishing and maintaining VLT member relationships is the fact that their members are often non-traditional students who tend to be diverse in terms of demographics, work experience, and beliefs compared to traditional teams. Naturally, this creates challenges in facilitating social integration. One way in which social integration may be enhanced is through leveraging the very communication technology that VLTs are reliant upon. Results of our study provide insight into how communication technology can support learning.

Published in:

System Sciences, 2009. HICSS '09. 42nd Hawaii International Conference on

Date of Conference:

5-8 Jan. 2009