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

Abstract

PurposeThis 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/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe 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/valueThe 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.