Purpose – The proliferation of inex

Purpose – The proliferation of inexpensive and accessible internet communication tools coupled
with an increasingly geographically dispersed workforce has increased the use of virtual collaboration
in the workplace. To prepare students for a virtual work environment, educators must provide
classroom-related opportunities to build students’ virtual collaboration skills. The purpose of this
paper is to examine the use of virtual collaboration in the workplace, the implications for today’s
college graduates, and the need to provide students with experience in virtual collaboration. Finally,
the paper provides a case study example of a course assignment to build virtual collaboration skills.
Design/methodology/approach – This paper explores preparing students to collaborate virtually
through a literature review that builds an understanding of the challenges of virtual collaboration
in today’s workplace and the skills students must develop in order to effectively collaborate virtually.
The paper then provides a case study example of a course assignment to help students build these skills.
Findings – This paper finds that virtual collaboration skills are needed for today’s college graduates.
Further the case study presented provides evidence that authentic course-based assignments can help
build those skills.
Originality/value –While research has started to explore the effective use of virtual collaboration in
the workplace, the current literature lacks direction for educators to help build the skills of future
workers to prepare them for virtual collaboration.
Keywords Virtual collaboration, Skill building, Applied learning, Learning, Students
Paper type Conceptual paper
Introduction
Institutions of higher learning continually strive to make education relevant to the
work environment that students will encounter upon graduation. Upcoming university
graduates will likely work for organizations that use technology in some manner to
drive communication and work processes. The increasing reliance on technology in
organizations to enhance organizational communication creates a demand for
graduates with skills to effectively use technology to accomplish their work tasks and
projects (Staggers et al., 2008). Essentially, as more and more organizations utilize
technology to accomplish work goals through encouraging virtual collaboration
among employees (Hertel et al., 2005; Gavidia et al., 2004; Ubell, 2010), institutions of
higher learning must in turn prepare students for this work environment.
The need to collaborate virtually poses challenges for organizations if workers
are not prepared. Virtual collaboration involves sharing and integrating knowledge
using virtual media to communicate (Zammuto et al., 2007). Employees collaborate
via virtual media to share information, build social networks, create new ideas, and
make decisions. Creating opportunities to collaborate virtually can add value to an
organization. For example, virtual collaboration allows more individuals to contribute
to projects and work processes thereby increasing group diversity. Involving diverse
members in work processes can lead to a wider range of perspectives, which can
improve decision making and organizational outcomes. There is also reason to believe
that the ability to collaborate virtually can cross over to improve teamwork skills in the
collocated environment (Ubell, 2010).
Virtual collaboration can benefit organizations if it encourages open knowledge
sharing, knowledge acquisition, and retrieval (Zammuto et al., 2007). Essentially
organizations can increase participation in work processes by including those who
would not be able to meet in person. However, virtual teams may pose more significant
challenges for organizations if employees do not have the skills to effectively perform
in virtual settings. Communicating via virtual media is clearly different than in a faceto-
face setting and therefore employees who must collaborate virtually must develop
skills in order to do so effectively (Susman and Majchrzak, 2003).
In this paper, we examine more closely the increase in virtual collaboration by first
looking at workplace factors that are evolving and influencing the growing demand for
virtual collaboration. We then explore the skills and abilities needed for virtual
collaboration and the educator’s role in helping students build these competencies.
Finally, we share an example of a course project that provided students an opportunity
to develop their ability to collaborate virtually.
The changing workplace
Several factors in today’s workplace suggest that most university graduates will work
in an environment where collaborating virtually is commonplace. The impact of
advancing technologies, the expanding geographic reach of many organizations, the
growing number of remote workers, and the increased reliance on teams lead to
workplaces where workers will at some point collaborate with unseen colleagues.
The proliferation of inexpensive and accessible internet communication tools has
increased the use of virtual collaboration, but also created challenges for organizations
to implement new communication effectively (Blaskovich, 2008). There are myriad
options to communicate and collaborate via technology. While workers frequently use
e-mail to communicate, organizations increasingly use other online collaboration tools
such as discussion boards, blogs, wikis, and other knowledge sharing tools. Many of
the Web 2.0 tools currently available on the market are increasingly used to support
virtual collaboration (Abbitt, 2010). Mobile technology (such as smartphones) that
allows workers to access the internet and other applications is also becoming part of
day-to-day operations in many organizations. As workers become more comfortable
with the technology, use will continue to grow (Peters, 2009). As technology continues
to advance, it is clear that workers will need to learn how to effectively use various
tools to collaborate virtually.
Many organizations engage in work that crosses geographic boundaries. While not
all organizations have facilities in multiple geographic locations, most are likely to
conduct some business or work with clients or business partners in different
geographic areas. Further, many organizations extend their reach into international
arenas to capitalize on the skills and abilities of an international workforce. Global
virtual teams allow organizations to leverage skills and abilities from their employees
around the world (Lockwood, 2010). As a result, organizations may rely on virtual
collaboration to connect a dispersed workforce, reduce costs by easing travel
requirements, and improve productivity (Hertel et al., 2005; Gavidia et al., 2004).
As organizations deal with employees and other partners in different time zones or
operate with flatter organizational structures that require more collaboration in
decision making, virtual collaboration becomes an important work process (Kayworth
and Leidner, 2001-2002).
Overall, encouraging workers to collaborate across time and space barriers
can bring much value to an organization. For example, Pendergast and Hayne (1999)
found that brainstorming in virtual teams yielded better results than face-to-face
brainstorming; thus increasing the potential for innovation. Organizations have also
achieved benefits such as more effective use of expert time, increased productivity,
reduced costs, and greater employee work satisfaction (Kimble, 2011).
The growing emphasis on ensuring that employees achieve balance between their
work and personal lives is a societal factor that leads to greater work schedule
flexibility and in turn a growing need for workers who are able to collaborate virtually.
An increase in the need to collaborate virtually results from offering employees flexible
work schedules or options to work from home or other off-site locations. According to
the Society for Human Resource Management’s (SHRM) annual survey of benefits,
55 percent of employers offer some kind of telework option (SHRM, 2010). Working
virtually offers a “win-win” situation that allows workers an attractive work/life
benefit while providing the organization savings through a reduction in facilities and
other infrastructure costs (Lockwood, 2010).
While these factors lead to more workers in different locations trying to
communicate, the fact that more work is completed in teams also leads to the need for
collaboration. As more organizations depend upon varied expertise to accomplish
tasks, the reliance on people working together becomes important for an organization
to accomplish its goals (Gyllenhammar, 1977; Kimble, 2011). This move away from
independent work coupled with the factors noted above creates an environment where
working virtually is unavoidable.
Implications for upcoming university graduates
The growing use of technology, particularly as applied in virtual collaboration,
creates a workplace that will require abilities from recent university graduates to
perform in the virtual environment. Eisner (2010) examined several studies on
predictions for future workplace skills. Her summary included research from the
Conference Board, the SHRM, the Partnership for the 21st Century and Corporate
Voices for Working Families. Comparing these studies with statistical estimates
from the Bureau of Labor Statistics, Eisner (2010) identified some commonly needed
skills for the future and those related to information technology and collaboration
were consistently identified as a priority.
Building on this need for skills with technology and collaboration is the concern
that working in a virtual environment is challenging for most. Kayworth and
Leidner (2000) found that virtual teams are plagued by a number of challenges
“inherent to their dispersed, and often impersonal, nature (p. 183).” Working in
virtual teams where team members cannot physically meet creates many challenges.
It is more

ผลลัพธ์ (ไทย) 1:

วัตถุประสงค์การแพร่หลายของราคาไม่แพง และสามารถเข้าถึงอินเทอร์เน็ตสื่อสารควบคู่ด้วยบุคลากรที่กระจัดกระจายกันทางภูมิศาสตร์มากขึ้นใช้ร่วมกันเสมือนในทำงาน ต้องให้นักการศึกษาเพื่อเตรียมนักเรียนสำหรับระบบการทำงานเสมือนโอกาสที่เกี่ยวข้องกับห้องเรียนเพื่อสร้างทักษะการทำงานร่วมกันเสมือนนักเรียน วัตถุประสงค์นี้กระดาษคือการ ตรวจสอบการใช้ร่วมกันเสมือนในทำงาน ผลกระทบของปัจจุบันบัณฑิตวิทยาลัย และจำเป็นต้องให้นักเรียน มีประสบการณ์ในการทำงานร่วมกันเสมือน สุดท้ายกระดาษมีตัวอย่างกรณีศึกษาของการกำหนดหลักสูตรเพื่อสร้างทักษะการทำงานร่วมกันเสมือนออกแบบ/วิธีการ/วิธีการ – กระดาษนี้สำรวจนักเรียนเตรียมการทำงานร่วมกันจริงโดยการทบทวนวรรณกรรม ที่สร้างความเข้าใจของการทำงานร่วมกันเสมือนในวันนี้ที่ทำงานและทักษะนักเรียนต้องพัฒนาเพื่อร่วมมืออย่างมีประสิทธิภาพกระดาษให้เป็นตัวอย่างกรณีศึกษาของการกำหนดหลักสูตรเพื่อช่วยให้นักเรียนสร้างทักษะเหล่านี้ค้นพบ – กระดาษนี้พบว่า ทักษะการทำงานร่วมกันเสมือนเป็นสำหรับวันนี้วิทยาลัยบัณฑิตเพิ่มเติม กรณีศึกษาที่นำมาแสดงหลักฐานที่แท้จริงตามหลักสูตรกำหนดสามารถช่วยสร้างทักษะดังกล่าวมูลค่า/ความคิดริเริ่ม – ในขณะที่งานวิจัยได้เริ่มสำรวจเสมือนความร่วมมือในการใช้มีประสิทธิภาพthe workplace, the current literature lacks direction for educators to help build the skills of futureworkers to prepare them for virtual collaboration.Keywords Virtual collaboration, Skill building, Applied learning, Learning, StudentsPaper type Conceptual paperIntroductionInstitutions of higher learning continually strive to make education relevant to thework environment that students will encounter upon graduation. Upcoming universitygraduates will likely work for organizations that use technology in some manner todrive communication and work processes. The increasing reliance on technology inorganizations to enhance organizational communication creates a demand forgraduates with skills to effectively use technology to accomplish their work tasks andprojects (Staggers et al., 2008). Essentially, as more and more organizations utilizetechnology to accomplish work goals through encouraging virtual collaborationamong employees (Hertel et al., 2005; Gavidia et al., 2004; Ubell, 2010), institutions ofhigher learning must in turn prepare students for this work environment.The need to collaborate virtually poses challenges for organizations if workersare not prepared. Virtual collaboration involves sharing and integrating knowledgeusing virtual media to communicate (Zammuto et al., 2007). Employees collaboratevia virtual media to share information, build social networks, create new ideas, andmake decisions. Creating opportunities to collaborate virtually can add value to anorganization. For example, virtual collaboration allows more individuals to contributeto projects and work processes thereby increasing group diversity. Involving diversemembers in work processes can lead to a wider range of perspectives, which canimprove decision making and organizational outcomes. There is also reason to believethat the ability to collaborate virtually can cross over to improve teamwork skills in thecollocated environment (Ubell, 2010).Virtual collaboration can benefit organizations if it encourages open knowledgesharing, knowledge acquisition, and retrieval (Zammuto et al., 2007). Essentiallyorganizations can increase participation in work processes by including those whowould not be able to meet in person. However, virtual teams may pose more significantchallenges for organizations if employees do not have the skills to effectively performin virtual settings. Communicating via virtual media is clearly different than in a faceto-face setting and therefore employees who must collaborate virtually must developskills in order to do so effectively (Susman and Majchrzak, 2003).In this paper, we examine more closely the increase in virtual collaboration by firstlooking at workplace factors that are evolving and influencing the growing demand forvirtual collaboration. We then explore the skills and abilities needed for virtualcollaboration and the educator’s role in helping students build these competencies.
Finally, we share an example of a course project that provided students an opportunity
to develop their ability to collaborate virtually.
The changing workplace
Several factors in today’s workplace suggest that most university graduates will work
in an environment where collaborating virtually is commonplace. The impact of
advancing technologies, the expanding geographic reach of many organizations, the
growing number of remote workers, and the increased reliance on teams lead to
workplaces where workers will at some point collaborate with unseen colleagues.
The proliferation of inexpensive and accessible internet communication tools has
increased the use of virtual collaboration, but also created challenges for organizations
to implement new communication effectively (Blaskovich, 2008). There are myriad
options to communicate and collaborate via technology. While workers frequently use
e-mail to communicate, organizations increasingly use other online collaboration tools
such as discussion boards, blogs, wikis, and other knowledge sharing tools. Many of
the Web 2.0 tools currently available on the market are increasingly used to support
virtual collaboration (Abbitt, 2010). Mobile technology (such as smartphones) that
allows workers to access the internet and other applications is also becoming part of
day-to-day operations in many organizations. As workers become more comfortable
with the technology, use will continue to grow (Peters, 2009). As technology continues
to advance, it is clear that workers will need to learn how to effectively use various
tools to collaborate virtually.
Many organizations engage in work that crosses geographic boundaries. While not
all organizations have facilities in multiple geographic locations, most are likely to
conduct some business or work with clients or business partners in different
geographic areas. Further, many organizations extend their reach into international
arenas to capitalize on the skills and abilities of an international workforce. Global
virtual teams allow organizations to leverage skills and abilities from their employees
around the world (Lockwood, 2010). As a result, organizations may rely on virtual
collaboration to connect a dispersed workforce, reduce costs by easing travel
requirements, and improve productivity (Hertel et al., 2005; Gavidia et al., 2004).
As organizations deal with employees and other partners in different time zones or
operate with flatter organizational structures that require more collaboration in
decision making, virtual collaboration becomes an important work process (Kayworth
and Leidner, 2001-2002).
Overall, encouraging workers to collaborate across time and space barriers
can bring much value to an organization. For example, Pendergast and Hayne (1999)
found that brainstorming in virtual teams yielded better results than face-to-face
brainstorming; thus increasing the potential for innovation. Organizations have also
achieved benefits such as more effective use of expert time, increased productivity,
reduced costs, and greater employee work satisfaction (Kimble, 2011).
The growing emphasis on ensuring that employees achieve balance between their
work and personal lives is a societal factor that leads to greater work schedule
flexibility and in turn a growing need for workers who are able to collaborate virtually.
An increase in the need to collaborate virtually results from offering employees flexible
work schedules or options to work from home or other off-site locations. According to
the Society for Human Resource Management’s (SHRM) annual survey of benefits,
55 percent of employers offer some kind of telework option (SHRM, 2010). Working
virtually offers a “win-win” situation that allows workers an attractive work/life
benefit while providing the organization savings through a reduction in facilities and
other infrastructure costs (Lockwood, 2010).
While these factors lead to more workers in different locations trying to
communicate, the fact that more work is completed in teams also leads to the need for
collaboration. As more organizations depend upon varied expertise to accomplish
tasks, the reliance on people working together becomes important for an organization
to accomplish its goals (Gyllenhammar, 1977; Kimble, 2011). This move away from
independent work coupled with the factors noted above creates an environment where
working virtually is unavoidable.
Implications for upcoming university graduates
The growing use of technology, particularly as applied in virtual collaboration,
creates a workplace that will require abilities from recent university graduates to
perform in the virtual environment. Eisner (2010) examined several studies on
predictions for future workplace skills. Her summary included research from the
Conference Board, the SHRM, the Partnership for the 21st Century and Corporate
Voices for Working Families. Comparing these studies with statistical estimates
from the Bureau of Labor Statistics, Eisner (2010) identified some commonly needed
skills for the future and those related to information technology and collaboration
were consistently identified as a priority.
Building on this need for skills with technology and collaboration is the concern
that working in a virtual environment is challenging for most. Kayworth and
Leidner (2000) found that virtual teams are plagued by a number of challenges
“inherent to their dispersed, and often impersonal, nature (p. 183).” Working in
virtual teams where team members cannot physically meet creates many challenges.
It is more

ผลลัพธ์ (ไทย) 3:

วัตถุประสงค์และการแพร่กระจายของไม่แพง และ อุปกรณ์สื่อสาร บริการอินเตอร์เน็ตควบคู่กับทางภูมิศาสตร์กระจายแรงงานมากขึ้น

ได้เพิ่มการใช้ร่วมกันเสมือนจริงในสถานประกอบการ เพื่อเตรียมนักเรียนสำหรับสภาพแวดล้อมเสมือนจริง และต้องให้
ห้องเรียนที่เกี่ยวข้องโอกาสสร้างนักเรียนเสมือนการทักษะ จุดประสงค์ของเรื่องนี้
กระดาษเพื่อศึกษาการใช้เสมือนความร่วมมือกับสถานประกอบการในนัยวันนี้
บัณฑิตวิทยาลัย และต้องการให้นักศึกษาได้ประสบการณ์ในการทำงานร่วมกันเสมือน ในที่สุด
กระดาษมีกรณีศึกษาตัวอย่างของหลักสูตร ได้รับมอบหมายให้สร้างทักษะ
ร่วมกันเสมือนออกแบบ / วิธีการ / แนวทาง–กระดาษนี้สํารวจเตรียมนักเรียนที่จะร่วมมือจวน
ผ่านการทบทวนวรรณกรรมที่สร้างความเข้าใจในความท้าทายของเสมือนความร่วมมือ
ในการทํางานของวันนี้และทักษะที่นักศึกษาจะต้องพัฒนาเพื่อให้มีประสิทธิภาพร่วมมือ
จวนแล้วกระดาษมีกรณีศึกษาตัวอย่างของหลักสูตรที่กำหนดเพื่อช่วยให้นักเรียนสร้างทักษะเหล่านี้ พบว่า จำนวนกระดาษ
–ทักษะความร่วมมือเสมือนจําเป็นสําหรับวันนี้ บัณฑิตวิทยาลัย
เพิ่มเติม กรณีมีหลักฐานที่นำเสนอหลักสูตรใช้งานจริงสามารถช่วย

สร้างทักษะเหล่านั้น