Research problem: Partially distributed teams (PDTs) are virtual teams that consist of at least two distinct geographically dispersed subgroups that communicate mainly through information and communication technology (ICT). As such teams become increasingly prevalent, it is important to understand how to manage them to maximize team effectiveness. The perceptions of effectiveness of PDTs may be significantly decreased when they are characterized by ingroup dynamics, consisting of preferential attitudes and actions toward collocated members, with accompanying conflict and lack of trust in regard to the distant subteam(s). Research questions: Do ingroup dynamics negatively impact perceptions of effectiveness in PDTs and, if so, how strongly? What factors can lessen ingroup dynamics-specifically, can training or reliable ICT support decrease ingroup dynamics? Does organizational context affect these relationships? Does whether or not the PDT is international affect these relationships? Does the number of subgroups in a PDT affect these relationships? Literature review: Social identity theory suggests how ingroup dynamics may emerge and create fault lines between subteams in a PDT. Effectiveness is defined in terms of process performance, which refers to how well the teamwork process has been undertaken. Prior research suggests that ICT reliability and training for work in distributed teams may decrease ingroup dynamics and improve effectiveness. International members, the specific organizational context, and the number of subteams per team might moderate these relationships. Methodology: An online survey of professionals with experience in PDTs was conducted, with two subsamples-one from a single large telecommunications company and one from a mix of organizations. Partial least squares regression was used to build and test a model of the relationships among the variables measured. Results: Ingroup dynamics have a strong negative relationship with perceived effectiveness. Overall, technology reliability and training significantly reduce ingroup dynamics. In the telecommunications company, training increased ingroup dynamics; thus, training may not always be beneficial, depending on organizational culture and the modes and types of training provided by a specific organization. Neither international membership on the team nor the number of subgroups per team was a significant multigroup moderator on any path in our model. Conclusions: These results help to extend social identity theory into this domain as they elucidate specifically that ICT reliability and training promote effectiveness of PDTs and that ingroup dynamics affect the perceptions of effectiveness in such teams. The results give managers guidance on what issues of PDTs to focus on to promote the effectiveness of PDTs.

Research problem: In partially distributed teams, where some members are co-located while others are geographically distant, co-located members tend to treat one another as a preferential `”Us” versus treating distant members as the outsiders, `”Them.” Research questions: (1) To what extent is Us-vs.-Them reported as a problem across a wide number of organizational partially distributed teams, and is it significantly related to team effectiveness? (2) What do members see as the greatest challenges to partially distributed teams? and (3) Can partially distributed teams overcome in-group dynamics? If so, how? Literature review: In our literature review, we begin by discussing in-group dynamics to set the theoretical framework for our research. We call these dynamics us versus them (Us-vs.-Them) and show, through empirical studies and organizational studies, what makes partially distributed teams especially susceptible to such dynamics. The major susceptibility factors we find are: limited synchronous availability, conflicting goals and responsibilities, and uneven communication channels. We then review literature that exemplifies conflict in such teams (even if it is not the focus of the study). We attempt to relate the resulting conflict or problem reported to the susceptibility factors identified. Methodology: We use qualitative and quantitative analysis from a survey of 238 professionals, recruited through snowball sampling, reporting on their experiences in partially distributed teams. Snowball sampling limits generalizability of the findings. Results and conclusions: We find that Us-vs.-Them can be traced back to the susceptibility factors that exist in partially distributed teams, particularly an imbalance in communication channels between versus within subgroups. A strong negative correlation between Us-vs.-Them and effectiveness indicates the importance of future research on Us-vs.-Them reduction. A key finding is that some survey respondents report effective outcomes despite Us-vs.-Them; these responders also report different concerns than those who view their teams as ineffective.

Research Problem: There are no prior studies comparing modes of communication for virtual teams working over a substantial period of time that combined an initial synchronous desktop audio or video meeting with subsequent text-based computer-mediated communication (CMC). Research Questions: Does the initial medium condition impact decision-making quality, creativity, group development, and process satisfaction? Literature Review: Previous literature on media richness (the ability of a medium to carry and reproduce information based on feedback, multiple cues, language variety, and personal focus) and group outcomes (the level of creativity and quality of the work delivered by the group) suggests that ad-hoc groups using asynchronous CMC alone (without any initial meeting) or asynchronous CMC combined with an initial face-to-face (FTF) meeting have significantly higher levels of creativity and decision quality, compared to single-mode synchronous CMC groups or FTF groups. Methodology: In this study, a laboratory experiment was conducted with 136 participants from 14 countries. All teams used asynchronous CMC for two weeks for a software requirements task, following an initial synchronous meeting in one of four conditions: FTF, desktop audioconferencing, desktop videoconferencing, or text only. Results and Discussion: Results suggest that there are no significant differences among the four conditions. This research indicates that it does not matter what medium is used for an initial short meeting of a group that is to subsequently work together via asynchronous text communication.

New forms of computer-mediated, online learning can benefit from new forms of assessment that fit the medium and the pedagogical style of the online environment. This paper investigates students' learning styles and learning strategies in taking online collaborative exams. Applying constructivist and collaborative learning theories, the collaborative examination features students' active participation in various phases of the exam process through small group activities online. Students' learning strategies, including deep learning and collaborative learning, are investigated using a 1 3 field quasi-experiment to compare the team-based collaborative online exam with the traditional in-class exam and with the participatory exam, where students participate in the online exam processes individually. Data analysis using results from 485 students indicates that collaborative examinations significantly reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. The results also suggest learning predispositions were significantly correlated with exam study strategies, and provide indications of their effects on learning strategies.