Abstract
This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and this global teaming experience. Data was collected on 115 students participating in 22 virtual intercultural teams. Results reveal that students learned from the teaming experience, especially those who had more prior international experience. This study contributes to the development of the body of knowledge in innovative and collaborative pedagogy of global student teams and provides an analysis of the impact of the teaming experience on student learning as well as providing some insights on international and collaborative course design.
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