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

Abstract

Purpose

This 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/approach

Paired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.

Findings

The 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/value

The 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.

Citation

Carle, H., Scheuer, C.-L. and Swartz, S. (2024), "Was transitioning to the virtual environment worth it: effects of different virtual team projects during the COVID-19 pandemic", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 1, pp. 218-235. https://doi.org/10.1108/HESWBL-12-2022-0285