In response to curriculum guidelines and employers seeking information technology (IT) graduates who are “job ready,” this study examines how training affects students working on a project within partially distributed teams. The paper explores two research questions:

How does training affect team interaction processes and outcomes in terms of 1) overall team performance and 2) effects on six intervening variables that are likely to affect performance ... trust, shared identity, awareness, coordination, conflict, and competence?

Trust and shared identification are socio-emotional constructs that emphasize how individuals feel about their team. Awareness and coordination concern the procedural aspects of team management, and perceived competence and conflict relate to a more behavioral aspect.

After reviewing the literature in similar studies, the authors were able to identify the “us versus them” dynamic as the critical problem for successful cohesion of partially distributed teams. They collected data over three semesters from 689 participants, who were grouped into 84 partially distributed teams at nine universities. At the completion of each project, a survey was administered to all of the participants that measured the relevant constructs of the research questions.

This paper uses an action research methodology to provide evidence that additional training in virtual teamwork results in positive outcomes across all variables. The introduction of the training was designed specifically to meet the needs of the students working on their respective team projects. Although the training added more structure to the project and may have contributed to the final results, this study still has considerable significance for educators. As online education continues to grow, this research offers a timely reminder that group work offers a new set of challenges. Educators who are engaged in online or distributed learning should consider reading this paper.