The study introduce a semi-virtual learning process to improve the team learning abilities. The learning goals are achieved by combining both virtual and face-to-face interactions (activities). The semi-virtual learning process facilitates the team to develop and complete the project by sharing and transferring their knowledge (skills) between each other. The research study explores implementation of a semi-virtual learning practice in semi-virtual teams to assure that each member of the team has hands-on-training on the creation and development of the database application. The sample of the study is students registered in advance database management course offered by the School of Management, University of California, Riverside. The hypothetical application they developed was for the service department of the car dealer. Each member activities were monitored by introducing a project session during a class time in which they interact with each other and with the instructor to discuss their project deliverables, issues, and software and hardware limitations. The results show that learning is more effective between semi virtual teams; and the team size plays a major role in individual learning process as their social interactions both face to face and virtual (email) were personal (limited space diversity) and professional (category identification). They were able to transfer their expertise to other member on one on one basis. Each one of them was involved in the development and implementation stages though their roles and deliverables were distributed. The final project presentation covered the development, implementation and execution of application and provided positive and successful learning outcome in semi-virtual environment.
"Semi-Virtual Knowledge Engineering: Development of Semi-Virtual Knowledge Learning Process to Improve the Semi-Virtual Individual learning,"
Communications of the IIMA: Vol. 10
, Article 6.
Available at: http://scholarworks.lib.csusb.edu/ciima/vol10/iss2/6