Appendix: Included Studies Study Content...

Appendix:

Included Studies

Study	Content	Purpose D	Design and Participants	Findings
(1) Andrade (2019)	Business	Explore student experiences related to the use of ePortfolios during virtual teamwork.	Qualitative N = 88 Undergraduate students in the same class and university	Students in both face- to-face and online virtual teams showed evidence of UNESCOs pillars of learning.
(2) Bartel-Radic et al. (2015)	International studies	Explore the impact of	Mixed-methods N = 100 Undergraduate students across two United States universities and one French university	Students with prior international experience reported higher levels of intercultural competence from the project.
(3) Chang and Chun (2013)	Leadership	Investigate the impact of leadership style and conflict management on virtual team performance.	Quantitative N = 318 Undergraduate students at a university in Taiwan	Transformational leadership showed significantly better results than transactional leadership. Learning performance improved under collaborative measures. Conflict management was positively correlated with effective learning.
(4) Cleary et al.(2019)	Technical communication and translation	Explore strategies and competencies used by students when encountering challenges in virtual teams.	Qualitative N = 62 Undergraduate students at three different universities in the United States, France, and Ireland	Teams experienced challenges with communication over time zones, communication tools, and leadership. Through the process, participants became metacognitive of the value of teamwork.
(5) Cogliser et al. (2013)	Business	Explore the relationships of group social exchange processes on virtual team outcomes (performance and satisfaction).	Mixed-methods N = 289 Undergraduates across three large public universities	Virtual teams with generalized and balanced exchange structures reported higher levels of satisfaction than groups with isolates present.
(6) Dai et al. (2019)	Global education	Explore the ways students construct understanding and experience in global virtual teams.	Qualitative, ethnographic study N = 323 Undergraduate students across six universities in the United States, China, South Korea, Germany, Israel, and India	Technological issues were less concerning to the millennium students. It is important to build in reflection on the process consistently in teams. Students found struggles with cultural, linguistic, and social gaps.
(7) Darban (2021)	Business	Examine the factors that contribute to shared leadership and how it relates to knowledge acquisition in virtual teams.	Quantitative N = 371 Graduate students from a large public university in the United States	Team empowerment and perceived virtuality enhanced shared leadership perceptions and that improved shared leadership perception enhanced members knowledge acquisition and intention to learn.
(8) Fain and Kline (2013)	Business	Assess the impact of cultural aspects on virtual teams.	Quantitative N = 81 Undergraduate students in the United States	Cultural background has a significant effect on how students perceive course processes, as a result, special care must be paid to these differences when forming teams.
(9) Olson and Kalinski (2017)	Business	Evaluate the impact of personality types on virtual team performance of complex tasks.	Mixed-methods N = 450 Undergraduate students in the United States	Extroverted teams outperformed introverted teams and heterogeneous groups outperformed homogeneous groups with complex tasks. Biased teams (teams with 50% or more of the team consisting of one personality type) also were more effective with complex tasks than unbiased teams.
(10) Gilson et al.(2013)	Business	Demonstrate the advantages and challenges of virtual teams.	Experiential activity N = Not provided Undergraduate students in the United States	Early communication amongst teams is important, this sets the stage for subsequent interactions. Presence seemed important (feeling connected, community). Most teams jump in without planning or strategy, often leading to struggles.
(11) Gonzalez-Perez et al. (2014)	Business	Explore how virtual teams contribute to learning and analyze the experiences of different student groups.	Mixed-methods N = 134 Undergraduates at two universities in Columbia	Students perceive virtual teams (despite challenges) as facilitating cultural understanding and international-business relevant learning. Online experiential exercises can be an effective approach for developing virtual collaboration skills.
(12) Hirschy (2011)	Leadership	Exploring the viability and acceptability of Malhotra et al. (2007) leadership practices on virtual teams.	Qualitative, case study N = 1 Virtual team leader in Christian higher education	Analysis of the data found that the leadership practices were conceptually accepted and practically applied; thus, this study concludes that these leadership practices are both valid and accepted by this exemplary virtual team leader.
(13) Martnez- Moreno et al.(2012)	Psychology	Examine the role of process conflict and communication tools between task conflict and relationship conflict over time for virtual teams.	Quantitative N =264 Undergraduate students at a large university in Spain	Early process conflict is an antecedent of later relationship conflict. Virtual teams using lean media to communicate may have characteristics that prevent the degeneration of task conflict into relationship conflict.
(14) Mehlenbacher et al. (2018)	Science and technical communication	Explore how leadership interacts with virtual team knowledge during the collaborative writing process.	Qualitative N = 16 Undergraduate students in the United States	Instructors must be mindful of the complexities of using cloud-based technologies for online collaboration.
(15) Meier et al. (2016)	Business	Explore student experience of the virtual team process through an experiential learning environment.	Quantitative N = 119 Graduate and undergraduate students in the United States with Thai students	Cultural differences affect the perception of rules and freedom of expression. Online only students are more likely to call out low- performing teammates. The virtual team participants indicated a more positive overall experience working with their team Students in online groups may need more structure and added encouragement because of low participation rates.
(16) Peñarroja et al. (2017)	Organizational Psychology	Analyze the effect of team feedback and guided reflexivity on virtual team outcomes and examine the role of social loafing on relationships.	Quantitative N = 212 Undergraduates in the United States	The intervention had an effect on satisfaction with the result, but not on group cohesion and satisfaction with the team. Perceived social loafing fully mediated the effect of this intervention on group cohesion and partially mediated its effect on satisfaction with the team and the result.
(17) Shea et al. (2011)	Business	Explore the use of a virtual team model on the virtual team experience.	Qualitative N = Not provided Undergraduate students across two universities, one in the United States and one in South Africa	Research model found to be useful for a review of the virtual team experience and mostly successful for student projects.
(18) Sloan & Lewis (2011)	Business	Explore the impact of virtual teams on reinforcing course concepts.	Mixed-methods N = 273 Undergraduate students in the United States	Mixed results on whether the experience reinforced concepts. Students reported dissatisfaction with virtual teams.
(19) Stoerger and Krieger (2016)	Information technology and Informatics	Explore student satisfaction of a large lecture hall turned into virtual teams.	Quantitative N = Up to 450 Undergraduate students in the United States	Mixed results on student experience with the shift to the virtual team model.
(20) Topchyan and Zhang (2014)	Mixed	Validate the Virtual Team Competency inventory in distance education.	Quantitative N = 1355 Students in distance education programs	Validated the results from prior research that an eleven-factor structure solution for the competency construct achieved the most satisfactory fit.
(21) Tseng and Khu (2011)	Instructional design	Investigate the relationship between trust, performance, satisfaction, and team development amongst virtual teams.	Qualitative N = 15 Graduate students in the United States	The level of trust has a strong positive relationship with team performance and teamwork satisfaction. The teams that reported higher levels of trust also demonstrated more matured teamwork development stages in finals week.
(22) Yilmaz and Pea (2015)	Communication	To analyze how interpersonal behaviors and social categories influence language use in virtual teams.	Quantitative N = 160 Undergraduate students from a large public university in the United States	Having a negatively communicating member in the group was associated with higher linguistic style matching compared to having a positively communicating group member.
(23) Zaugg and Davies (2013)	Engineering	Explore how activities and interactions develop trusting relationships among students on virtual teams.	Qualitative N = Not provided Students from three different universities across the United States and Singapore	In order for virtual teams to be successful, there needs to be student choice of virtual communication tools, the refining of

Study	Content	Purpose D	Design and Participants	Findings
(1) Andrade (2019)	Business	Explore student experiences related to the use of ePortfolios during virtual teamwork.	Qualitative N = 88 Undergraduate students in the same class and university	Students in both face- to-face and online virtual teams showed evidence of UNESCOs pillars of learning.
(2) Bartel-Radic et al. (2015)	International studies	Explore the impact of	Mixed-methods N = 100 Undergraduate students across two United States universities and one French university	Students with prior international experience reported higher levels of intercultural competence from the project.
(3) Chang and Chun (2013)	Leadership	Investigate the impact of leadership style and conflict management on virtual team performance.	Quantitative N = 318 Undergraduate students at a university in Taiwan	Transformational leadership showed significantly better results than transactional leadership. Learning performance improved under collaborative measures. Conflict management was positively correlated with effective learning.
(4) Cleary et al.(2019)	Technical communication and translation	Explore strategies and competencies used by students when encountering challenges in virtual teams.	Qualitative N = 62 Undergraduate students at three different universities in the United States, France, and Ireland	Teams experienced challenges with communication over time zones, communication tools, and leadership. Through the process, participants became metacognitive of the value of teamwork.
(5) Cogliser et al. (2013)	Business	Explore the relationships of group social exchange processes on virtual team outcomes (performance and satisfaction).	Mixed-methods N = 289 Undergraduates across three large public universities	Virtual teams with generalized and balanced exchange structures reported higher levels of satisfaction than groups with isolates present.
(6) Dai et al. (2019)	Global education	Explore the ways students construct understanding and experience in global virtual teams.	Qualitative, ethnographic study N = 323 Undergraduate students across six universities in the United States, China, South Korea, Germany, Israel, and India	Technological issues were less concerning to the millennium students. It is important to build in reflection on the process consistently in teams. Students found struggles with cultural, linguistic, and social gaps.
(7) Darban (2021)	Business	Examine the factors that contribute to shared leadership and how it relates to knowledge acquisition in virtual teams.	Quantitative N = 371 Graduate students from a large public university in the United States	Team empowerment and perceived virtuality enhanced shared leadership perceptions and that improved shared leadership perception enhanced members knowledge acquisition and intention to learn.
(8) Fain and Kline (2013)	Business	Assess the impact of cultural aspects on virtual teams.	Quantitative N = 81 Undergraduate students in the United States	Cultural background has a significant effect on how students perceive course processes, as a result, special care must be paid to these differences when forming teams.
(9) Olson and Kalinski (2017)	Business	Evaluate the impact of personality types on virtual team performance of complex tasks.	Mixed-methods N = 450 Undergraduate students in the United States	Extroverted teams outperformed introverted teams and heterogeneous groups outperformed homogeneous groups with complex tasks. Biased teams (teams with 50% or more of the team consisting of one personality type) also were more effective with complex tasks than unbiased teams.
(10) Gilson et al.(2013)	Business	Demonstrate the advantages and challenges of virtual teams.	Experiential activity N = Not provided Undergraduate students in the United States	Early communication amongst teams is important, this sets the stage for subsequent interactions. Presence seemed important (feeling connected, community). Most teams jump in without planning or strategy, often leading to struggles.
(11) Gonzalez-Perez et al. (2014)	Business	Explore how virtual teams contribute to learning and analyze the experiences of different student groups.	Mixed-methods N = 134 Undergraduates at two universities in Columbia	Students perceive virtual teams (despite challenges) as facilitating cultural understanding and international-business relevant learning. Online experiential exercises can be an effective approach for developing virtual collaboration skills.
(12) Hirschy (2011)	Leadership	Exploring the viability and acceptability of Malhotra et al. (2007) leadership practices on virtual teams.	Qualitative, case study N = 1 Virtual team leader in Christian higher education	Analysis of the data found that the leadership practices were conceptually accepted and practically applied; thus, this study concludes that these leadership practices are both valid and accepted by this exemplary virtual team leader.
(13) Martnez- Moreno et al.(2012)	Psychology	Examine the role of process conflict and communication tools between task conflict and relationship conflict over time for virtual teams.	Quantitative N =264 Undergraduate students at a large university in Spain	Early process conflict is an antecedent of later relationship conflict. Virtual teams using lean media to communicate may have characteristics that prevent the degeneration of task conflict into relationship conflict.
(14) Mehlenbacher et al. (2018)	Science and technical communication	Explore how leadership interacts with virtual team knowledge during the collaborative writing process.	Qualitative N = 16 Undergraduate students in the United States	Instructors must be mindful of the complexities of using cloud-based technologies for online collaboration.
(15) Meier et al. (2016)	Business	Explore student experience of the virtual team process through an experiential learning environment.	Quantitative N = 119 Graduate and undergraduate students in the United States with Thai students	Cultural differences affect the perception of rules and freedom of expression. Online only students are more likely to call out low- performing teammates. The virtual team participants indicated a more positive overall experience working with their team Students in online groups may need more structure and added encouragement because of low participation rates.
(16) Peñarroja et al. (2017)	Organizational Psychology	Analyze the effect of team feedback and guided reflexivity on virtual team outcomes and examine the role of social loafing on relationships.	Quantitative N = 212 Undergraduates in the United States	The intervention had an effect on satisfaction with the result, but not on group cohesion and satisfaction with the team. Perceived social loafing fully mediated the effect of this intervention on group cohesion and partially mediated its effect on satisfaction with the team and the result.
(17) Shea et al. (2011)	Business	Explore the use of a virtual team model on the virtual team experience.	Qualitative N = Not provided Undergraduate students across two universities, one in the United States and one in South Africa	Research model found to be useful for a review of the virtual team experience and mostly successful for student projects.
(18) Sloan & Lewis (2011)	Business	Explore the impact of virtual teams on reinforcing course concepts.	Mixed-methods N = 273 Undergraduate students in the United States	Mixed results on whether the experience reinforced concepts. Students reported dissatisfaction with virtual teams.
(19) Stoerger and Krieger (2016)	Information technology and Informatics	Explore student satisfaction of a large lecture hall turned into virtual teams.	Quantitative N = Up to 450 Undergraduate students in the United States	Mixed results on student experience with the shift to the virtual team model.
(20) Topchyan and Zhang (2014)	Mixed	Validate the Virtual Team Competency inventory in distance education.	Quantitative N = 1355 Students in distance education programs	Validated the results from prior research that an eleven-factor structure solution for the competency construct achieved the most satisfactory fit.
(21) Tseng and Khu (2011)	Instructional design	Investigate the relationship between trust, performance, satisfaction, and team development amongst virtual teams.	Qualitative N = 15 Graduate students in the United States	The level of trust has a strong positive relationship with team performance and teamwork satisfaction. The teams that reported higher levels of trust also demonstrated more matured teamwork development stages in finals week.
(22) Yilmaz and Pea (2015)	Communication	To analyze how interpersonal behaviors and social categories influence language use in virtual teams.	Quantitative N = 160 Undergraduate students from a large public university in the United States	Having a negatively communicating member in the group was associated with higher linguistic style matching compared to having a positively communicating group member.
(23) Zaugg and Davies (2013)	Engineering	Explore how activities and interactions develop trusting relationships among students on virtual teams.	Qualitative N = Not provided Students from three different universities across the United States and Singapore	In order for virtual teams to be successful, there needs to be student choice of virtual communication tools, the refining of

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