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This study aims to examine the nature and the potential use of avatar-based focus groups (AFGs) (i.e. focus groups conducted in three-dimensional [3D] virtual worlds [VWs]) as compared to face-to-face and online focus groups (OFGs), motivated by the ability of VWs to stimulate the realism of physical places. Over the past decade, there has been a rapid increase in using 3D VWs as a research tool.

Using a two-phase reflective approach, data were collected first by using traditional face-to-face focus groups, followed by AFGs. In Phase 2, an online, semi-structured survey provided comparison data and experiences in AFGs, two-dimensional OFGs and traditional face-to-face focus groups.

The findings identify the advantages and disadvantages of AFGs for marketing research. There is no evident difference in data quality between the results of AFGs and face-to-face focus groups. AFG compensates for some of the serious limitations associated with OFGs.

The paper reflects on three issues, data quality, conduct of AFGs (including the moderator reflection) and participant experience, that together inform one’s understanding of the characteristics, advantages and limitations of AFG.

This is the first paper to compare between AFGs, traditional face-to-face focus groups and OFGs. AFG holds many advantages over OFGs and even, sometimes, over face-to-face focus groups, providing a suitable environment for researchers to collect data.

A growing body of literature exists on virtual (i.e., geographically dispersed) teams; however, few summaries of this knowledge are available. The purpose of this paper is to help fill this gap by reviewing empirical research that addresses the effectiveness of virtual versus traditional (i.e., co-located) teams. Based on the typical input-process-output model of team effectiveness, we classify almost 200 empirical studies on virtual teams according to key dimensions of the model, including tasks and group characteristics, contextual factors, and supervisory behaviors. We develop propositions to address neglected research areas regarding the differences between virtual and traditional teams. There is still much to learn about virtual teams and how the physical dispersion of team members affects team effectiveness. It is our hope that our review and propositions will guide future research efforts and will help human resource professionals realize the potential for distributed teams in their organizations.

Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy.

The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared.

The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest.

The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors.

Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes.

Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

Current trends such as a steadfast movement toward globalization, increased connectivity and use of networks in business relationships, rapidly changing technology, increased pressure for economic profitability, and economic concern create an environment where a focus on global team effectiveness is imperative. This study provides greater clarity on the workings of global hybrid team effectiveness including an examination of accelerators and decelerators. It also proposes a new model of Global Working behaviors to be applied systematically to all McKinsey 7-S areas – Strategy, Structure, Systems, Shared Values, Style, Skills, and Staff – in order to accelerate global hybrid team effectiveness.

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

Explores the potential effects of computer technology on the traditional structure and functioning of focus groups. On‐line focus groups are purported to be cost‐effective, enable the inclusion of dispersed participants, and result in broad and honest responses on the part of participants as a result of system anonymity. However, many of these claims have not been carefully examined. It is essential that the unique qualities of on‐line environments form the theoretical grounding for on‐line research efforts. Drawing on insights from research in the computer‐mediated communication field, we propose some conditions in which on‐line focus groups may broaden current applications and provide a useful complement to traditional face‐to‐face approaches. Considering these insights, we developed an Internet tool, called Internet Focus Group or IntFG ‐ to enable future empirical exploration of on‐line focus groups. The main motivation for the development of the IntFG tool is that it is a necessary element of a systematic research program in this area.

This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery methods. We surveyed students in online and traditional classroom sections of the same intermediate-level cost accounting course about their perceptions of group processes, general satisfaction with group work, learning outcomes, and group communications. Traditional classroom students were more positive about their group processes and learning outcomes than were online students. They also were more likely to agree that the learning benefits of group work outweighed the costs, (e.g., uneven and inefficient work distribution.) Our findings suggest that instructors who use groups in online courses should specifically consider the potentially negative effects of such factors as workload imbalances when designing group learning activities so that learning objectives are not adversely affected.

The purpose of this study is to evaluate the development of a blended e‐learning pedagogical model for an undergraduate enterprise programme. The proliferation of e‐learning programmes offers new opportunities and challenges for universities to meet the learning needs of new student markets. However, the use of e‐learning as an enabling mechanism for enterprise education remains largely unexplored within academic literature.

The case study methodology comprises a series of focus groups with key stakeholders in the project, namely online tutors, students and scheme leaders from a number of partner colleges involved in the delivery of the course.

The study charts the evolution of the blended learning pedagogy which was found to best meet the learning requirements of non‐traditional learners on an undergraduate programme. The blended learning pedagogy strategy which was developed replicated the best informal practice that had emerged through each of the partner institutions and the learning needs of the students. Constituent elements of the pedagogy included the provision of structured face‐to‐face events, a range of student supports systems and the creation of a code of practice for online tutors. As a result, a model of best practice for blended learning is proposed.

This study contributes to the literature in terms of proposing a working framework for online undergraduate enterprise education with identification of critical success factors including supportive induction, viable pedagogy and effective support systems. The framework can be utilised by practitioners and theoreticians as a guide to the effective management of pedagogical issues associated with blended online education.

This paper aims to describe the implementation of a blended learning approach in a Stage 2 management accounting course at a university in New Zealand. The paper reports on student participation and engagement in the course and reflects on students’ learning experiences. The blended learning approach was implemented in response to low student attendance and poor preparation for face-to-face tutorial sessions, along with demand from students to be able to access learning resources off-campus.

Data were collected from formal course evaluations, the learning management system and a student focus group, with particular emphasis on three of the online activities introduced – lessons, quizzes and chat rooms.

The study finds that while learners value online activities, they are nevertheless still unwilling to forgo the opportunities which face-to-face contact with both peers and faculty members present. This finding provides support for the continuation of a blended learning approach in the course, as well as its implementation in others.

This paper has several limitations. These include the small sample size and the absence of reflection on the process and outcome(s) of implementation of the blended learning course by the responsible academic. Furthermore, the paper also did not consider the impact of blended learning on students’ soft, or generic, skills. These are topics for future research.

The findings highlight the importance of offering not only a mixture of online activities, but also a blend of face-to-face and online activities.

This study focuses on student participation and engagement in a blended learning accounting course.