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Virtual Teams in the Traditional Classroom: Lessons on New Communication Technologies and Training

Virtual Teams in the Traditional Classroom: Lessons on New Communication Technologies and Training

Stephen A. Rains, Craig R. Scott
Copyright: © 2006 |Pages: 25
ISBN13: 9781591407089|ISBN10: 1591407087|EISBN13: 9781591407102
DOI: 10.4018/978-1-59140-708-9.ch012
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MLA

Rains, Stephen A., and Craig R. Scott. "Virtual Teams in the Traditional Classroom: Lessons on New Communication Technologies and Training." Teaching and Learning with Virtual Teams, edited by Sharmila Pixy Ferris and Susan H. Godar, IGI Global, 2006, pp. 268-292. https://doi.org/10.4018/978-1-59140-708-9.ch012

APA

Rains, S. A. & Scott, C. R. (2006). Virtual Teams in the Traditional Classroom: Lessons on New Communication Technologies and Training. In S. Ferris & S. Godar (Eds.), Teaching and Learning with Virtual Teams (pp. 268-292). IGI Global. https://doi.org/10.4018/978-1-59140-708-9.ch012

Chicago

Rains, Stephen A., and Craig R. Scott. "Virtual Teams in the Traditional Classroom: Lessons on New Communication Technologies and Training." In Teaching and Learning with Virtual Teams, edited by Sharmila Pixy Ferris and Susan H. Godar, 268-292. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-708-9.ch012

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Abstract

This chapter examines the technologies available to virtual teams and issues associated with training virtual teams. We first evaluate the benefits and limitations of technologies to aid communication and collaboration. We consider the merits and limitations of asynchronous and synchronous discussion tools, groupware and collaboration tools, and electronic meeting systems. We then offer three different levels of training possible for virtual teams and discuss some key issues associated with training. Each level of training varies in intensity and is dependent upon the nature of the assignment and team objectives. The chapter concludes with some predictions and recommendations about the future of new technologies and virtual teams in the educational setting. Throughout the chapter, special considerations are made for those virtual teams operating in the traditional classroom.

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