This paper builds on existing theoretical and empirical studies in the area of virtual team learning in the workplace. Based on prescriptive theory building for instructional system design, a design framework is proposed to include social presence, swift trust, and conflict attribution components to enhance virtual team learning. This design framework intends to augment existing instructional system design models that are lacking emphasis on social and affective processing during virtual team learning in the workplace. Proposed implications for the use of this framework, suggestions for further research, and limitations of the design framework are discussed.
|Original language||English (US)|
|Journal||Journal of Applied Instructional Design|
|State||Published - 2014|
- virtual teams
- social presence