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Collective Identity and Learning in a Virtual Team
Abstract
This chapter introduces Media Synchronicity Theory as a means to examine the influence of technology use on the relationship between a multidimensional model of collective identity and its impact on the multidimensional team learning in virtual teams. The study was conducted in an educational setting over an academic semester. Hypotheses testing suggest that the basis for a team’s collective identity does impact team learning. The authors believe that a clearer understanding of the underlying relationships will enable academicians to improve their course offerings to provide more realistic representation of existing team tasks, technology use, and work-groups presently found in organizations.
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