期刊名称：The Online Journal of Applied Knowledge Management
印刷版ISSN：2325-4688
出版年度：2017
卷号：5
期号：1
页码：1-13
出版社：The International Institute for Applied Knowledge Management
摘要：This case study examines longitudinal data stored in the learning management system (LMS) ofan online MBA program’s project management course to understand and describe the livedexperience of a virtual student team that exhibited difficulty delivering a term project. Testing theconstructs of a theoretical model previously proposed in literature, the findings consider whetherthe model design can be applied in a specific situation and suggests additional case studies arewarranted for further understanding. The findings also confirmed two concerns. First, unlessstudents actively contact their instructor to escalate feedback about progress, it is difficult to assessa given student’s contribution to virtual team projects. Second, the instructor actively solicitedfeedback and facilitated closure to compensate for a lack of student accountability, promptingconcern about whether requiring an online instructor’s constant oversight and engagement is anoptimal strategy for effective project delivery on virtual student teams.
