Academic journal article Communications of the IIMA

Semi-Virtual Knowledge Engineering: Development of Semi-Virtual Knowledge Learning Process to Improve the Semi-Virtual Individual Learning

Academic journal article Communications of the IIMA

Semi-Virtual Knowledge Engineering: Development of Semi-Virtual Knowledge Learning Process to Improve the Semi-Virtual Individual Learning

Article excerpt


Previous researchers have found that in virtual teams the problem of sharing information reluctantly and inefficiently have affected the outcomes and benefits of cutting costs and meeting goals strategically. Whenever possible, organizations have promoted face to face interaction between the team members to build more meaningful relationships (Igbaria & Tan, 1998).The case study introduces an approach to address the issues related to virtual teams, and need further new inquiries to develop a tested process for the semi-virtual teams (Hybrid teams) to improve their knowledge learning and transferring skills. The study explores semi-virtual team learning and recommends a monitored environment which facilitates in creating a learning for an individual. The process introduces a facilitator as a control factor to facilitate and improve individual learning. Semi-virtual teams share and transfer knowledge by distributing work assignments among each other, finding issues and coaching to overcome the performance issue. The performance is monitored by practicing various power sharing or control techniques the instructor and the teams use to achieve their learning goals.

Motivation behind the Case Study

The primary motivation of the study is to understand the role semi-virtual team plays in efficient exchange of information, individual learning and knowledge transfer effectiveness against the virtual teams. It addresses the management concern on virtual sharing of information reluctantly. It introduces a model to facilitate a monitored environment that encourages trust, learning and knowledge transfer between the team members.

Research Questions

1. How monitored learning process helps semi-virtual teams to successfully complete collaborated projects and to enhance their skills?

2. How semi virtual learning environment facilitates this process and help in transferring knowledge?


Studies have found that dissemination of knowledge through information technology across virtual team may be a better way than a face to face. Conversely, the information technology may act as a "jealous mistress" in the absence of proper management and may harm the relationship between the employees and organizations while in the development, transfer and ownership of valuable knowledge (Griffith, Sawyer, & Neale, 2003). The success of virtual world (VW) depends upon the platform capability of integration between the special purpose and the common purpose, and incorporation of few with many knowledge resources. "Matching these capabilities with a framework for characterizing instructional approach and learning objectives provides a basis for selecting, piloting, and advocating use of particular VW platforms in specific educational context" (Robbins & Butler, 2009). An empirical study on team reflexivity in developing innovative project concluded that effectiveness (in the context of team), social skills (determinant of reflexivity) and project management skills (determinant of reflexivity) are positively related to team reflexivity (Hoegl & Parboteeah, 2004). On the other hand, the same study found that efficiency has no positive relationship with reflexivity.

Research in the area of team learning postulated, "Team learning beliefs, behaviors and outcomes are proposed as being both conceptually and empirically valid measures at the team level. Team learning behaviors are found to moderate between beliefs and outcomes" (Kayes & Pescosolido, 2003). On the other hand, research on virtual learning environments has shown that "the users" ability and motivation to learn . . . in different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates . …

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