Local teams learn more than geographically distributed teams, but dispersed teams can communicate as effectively as co-located teams given sufficient time to develop group relationships¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1–r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Local teams have been found to learn more than geographically distributed teams, and distributed teams exchange information less effectively than local teams. → J. D. Fletcher & Robert A. Sottilare 2018 q2 i? With sufficient time to develop strong group relationships and become comfortable with the communication environment, dispersed teams can communicate as effectively as co-located teams. → J. D. Fletcher & Robert A. Sottilare 2018 (2)

Evidence¶

J. D. Fletcher & Robert A. Sottilare 2018¶

J. D. Fletcher & Robert A. Sottilare. (2018). Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture. Int J Artif Intell Educ 28:265–285. https://doi.org/10.1007/s40593-017-0147-y

q2 · i? · review · r2

Narrative review citing Andres (2002) and Warkentin et al. (1997) on comparisons of local versus geographically distributed teams. The article prints no effect sizes for these comparisons.

"Local teams have been found to learn more than geographically-distributed teams and distributed teams exchange information less effectively than local teams (Andres 2002; Warkentin et al. 1997)"

J. D. Fletcher & Robert A. Sottilare 2018 (2)¶

J. D. Fletcher & Robert A. Sottilare. (2018). Shared Mental Models in Support of Adaptive Instruction for Teams Using the GIFT Tutoring Architecture. Int J Artif Intell Educ 28:265–285. https://doi.org/10.1007/s40593-017-0147-y

q2 · i? · review · r1

Narrative review citing Chidambaram (1996) on dispersed team communication over time. The article attributes this boundary condition to that cited study and prints no effect size.

"However, with sufficient time to develop strong group relationships and become comfortable with the communication environment, dispersed teams can communicate as effectively as co-located teams (Chidambaram 1996)"

Discussion¶

Related Claims¶

• Geographic distance and insufficient internet bandwidth can derail rural schools' plans for cross-school professional learning communities — related
• Role-based information asymmetry with infrared beaming encourages cross-team information exchange and collaborative discussion — related
• Team spirit motivated slower teams to persist, and the co-located classroom setting revealed the physical, face-to-face nature of teamwork — related