Group Processes in the Virtual Work Environment

The COVID-19 pandemic has caused a record global crisis, particularly and extremely, for the service sectors. Due to extensive security measures, many service sector employees have to work remotely to maintain services. Drawing upon the conservation of resources theory, this research investigates the impact of servant leadership on the task performance of employees in virtual working environments during the COVID-19 crisis. Our theoretical model was tested using data collected from 335 individual employees in the education sector of Pakistan. SPSS version 26.0 was applied to find the hypothesized relationship between the study variables. To find the indirect mediating effect, we applied Model 4; for moderation, we applied Model 1; and for the moderation and mediation effect, we applied Model 7 of the Process Macro model of Hayes. The results of the study revealed that servant leadership is positively related to task performance in a virtual environment during crises. Furthermore, psychological empowerment partially mediates the relationship between servant leadership and task performance. Perceived supervisor support positively moderates the relationship between servant leadership and task performance. Moreover, the indirect effect of servant leadership on task performance via psychological empowerment is moderated by perceived supervisor support. The results provided guidance to the educational sector on how to lead effectively in times of crisis when service sector employees work predominantly in virtual environments. The theoretical and practical implications of these findings are discussed.

The change in working culture has been redefined due to shift from office coming to remote work providing autonomy as well as flexibility to remotely working employees, but at the same time remote work is intensifying, and give rise to isolation and disconnection.Thus, this shift also creates a Work Paradox: while employees gain autonomy over their work environment, but at the same time it is disrupting interpersonal connections, psychological contract. This Paradox has enhanced problem of workplace cynicism; a negative attitude characterized by distrust, disillusionment and perceived organizational hypocrisy. In traditional work culture there was existence of trust building and informal group support and on the contrary in virtual work environment there is manifestation of cynicism, virtual disengagement, withdrawal from collaboration, less organization recognition and decreased responsiveness. This paper conceptualizes show remote work can foster workplace cynicism and virtual disengagement, and how they are interconnected. This paper advances a conceptual model linking remote work virtual disengagement and workplace cynicism, proposing that workplace cynicism mediates relationship between Remote Work and Virtual disengagement. Furthermore, the study embarks upon how managerial transparency, communication and work design can eradicate the problem of cynicism and cultivate virtual engagement. The study is also helpful in building strategies so that trust and fairness can be inculcated in the work environment so that employees can be retained in remote work environment. Drawing on previous studies, we propose three hypotheses: (H1) remote work environment positively influences workplace cynicism; (H2) Work cynicism mediates the relationship between remote work condition & virtual disengagement; and (H3) managerial transparency and inclusive communication negatively moderate the relationship between cynicism and virtual disengagement. Through this theoretical analysis, the study features credible risks on the attitude and behaviour of remote work for employees. At the same time, it draws attention to the need for organizations to follow activities that reduce detachment and strengthen engagement in virtual environments. Both theoretical and pragmatic implications are discussed to guide employers in handling the challenges of a rising remote and hybrid work culture.

In this virtual environment, customized scientific visualization tools offer specialists new ways to work cooperatively, which opens the door to more comprehensive analysis and, perhaps, reduced costs. Implementing the Responsive Workbench required close attention to several important elements: its components, a typical setup, the user interface, feedback speed and real-time rendering. >

This study is concerned with semantic modelling of virtual environments (VEs). A semantic model of a VE provides an abstract and high level representation of main aspects of the environment: ontological structures, behaviours and interactions of entities, etc. Furthermore, such a semantic model can be explored by artificial agents to exhibit human-like behaviours or to assist users in the VE. Previous research focused on formalising a knowledge layer that is a conceptual representation of scene content or application's entities. However, there still lacks of a semantic representation of spatial knowledge. This paper proposes to integrate a semantic model of directional knowledge into VEs. Such a directional model allows to specify relationships such as left, right, above or north, south that are critical in many applications of VEs (e.g., VEs for training, navigation aid systems). We focus particularly on modelling, computing, and visualising directional relationships. First, we propose a theoretical model of direction in VEs that enables the specification of direction both from a first- and third-person perspective. Second, we propose a generic architecture for modelling direction in VEs using a meta-modelling approach. Directional relationships are described in a qualitative manner and at a conceptual level, and thus are abstract from metrical details of VEs. Finally, we show how our semantic model of direction can be used in a cultural heritage application to specify behaviours of artificial agents and to visualise directional constraints.

Purpose This research evaluates the effectiveness of a virtual environment as a learning platform for early to mid-career agricultural extensionists to engage across three country contexts (Fiji, Pakistan and Philippines). Design/Methodology/Approach An evaluation of an online Masterclass on agricultural extension research with participants from three countries is provided as a case study. Semi-structured interviews were conducted with 11 participants, who attended the Masterclass. The data was then inductively analysed and categorised into thematic codes. Findings This research revealed that significant value can be generated in a virtual environment through joint participation in synchronous online lessons and activities, where shared experiences can draw out similarities and suggest problem solving commonalities across cross-cultural contexts. Learning collectively proved to be very effective as participants became more familiar with each other and as information, personal experiences and knowledge were more readily shared. Practical implications This research supports the hypothesis that a virtual environment does provide an effective engagement platform for cross-cultural learning, with particular value being derived by its encouragement of in-depth exchanges of ideas and discussions as well as the fostering of new relationships. Theoretical implication This research uses the lens of social learning theory in a virtual learning environment to develop a community of practice for early to mid-career agricultural extensionists. Originality/Value To date, the effectiveness of an approach with a cross-cultural learning setting, for mid-career agricultural extensionists, has not been evaluated.

This study proposed a low‐cost, easy to set up and easy to modify virtual classroom simulation environment, CartoonClass , and tested its impact on 27 pre‐service primary school teachers' noticing development during a semester‐long mathematics methods course. The participants' perceptions of using CartoonClass were also examined. A Wilcoxon signed‐rank test of the pre‐test and post‐test results showed that the participants (1) significantly developed their noticing skills, with regard to both general classroom events and attending‐to skills; and (2) significantly changed their focus on ‘mathematics thinking,’ an accepted indicator of better noticing skills. (3) However, a novel video‐summarising task aimed at detecting the participants' skills to quickly notice and grasp a complex teaching situation found no significant change in such ability over the course of the experiment. On the other hand, the qualitative data analysis showed the participants had positive perceptions of the virtual environment regarding realism, enjoyment and effectiveness. Practitioner notes What is already known about this topic Using virtual classroom simulations can improve pre‐service teachers' expertise, but teacher educators need a low‐cost virtual environment that can be easily used in their own classrooms. Our understanding of using classroom simulations to improve teacher noticing is still limited. Using animation‐based assessment in teacher noticing is meaningful. Examining teacher noticing relies much on written reflections of watching videos but developing different types of tasks is critical. What this paper adds This study provided an economical and easy way to build a virtual classroom environment. Compared with previous classroom simulation studies, this study used a more structured instrument to examine pre‐service teachers' noticing performance. A novel task (write a full‐video outline with a short time watching) was created to examine teachers' noticing skills in quickly recognising a classroom situation. Implications for practice and/or policy The two types of questions (general and specific) in assessing teacher noticing yielded different results that may provide valuable insights for future research on this topic. As our pre‐service teachers developed only basic noticing skills (ie, attending‐to), we suggest that teacher educators should be provided with more intensive training in teacher noticing. Developing only attending‐to skills may be not sufficient for quickly recognising a classroom situation.

Learning and teaching languages in technology-mediated environments : why modes and meaning making matter

The growing implementation of virtual work arrangements and the resultant need to lead groups in which members are geographically distributed and rely on technology as a primary means of interaction is placing new demands on leaders. As a result, there has been increasing research attention focused on leadership of virtual groups; yet, important questions still remain. In light of this, there is benefit to taking stock of the accumulated knowledge related to leadership of virtual groups in order to identify important future research directions. Therefore, the purpose of this symposium is to “look back” by reviewing the existing virtual group leadership literature; then, to “chart paths forward” by identifying important research gaps and presenting emergent research that addresses these gaps. The papers included in the symposium examine various aspects of leadership in conjunction with virtuality in groups and contribute to a more in-depth understanding of leadership as a critical factor that influences individual and group outcomes in virtual work environments. The papers provide thought-provoking perspectives that point to important new directions in virtual group leadership research. Effects of Transformational Leadership and Media on Collaboration and Performance in Virtual Teams Presenter: Surinder Kahai; SUNY, Binghamton Presenter: John J. Sosik; Pennsylvania State U., Great Valley Presenter: Bruce J. Avolio; U. of Washington A Study of The Influence of Virtuality Dimensions on Leadership Effectiveness Presenter: Emmanuelle Andree Leon; ESCP Europe Presenter: Bradford S Bell; Cornell U. Leader Remoteness in Virtual Work: Role of LMX in Sustaining Employee Performance Presenter: Ravi Shanker Gajendran; U. of Illinois, Urbana-Champaign Presenter: Sumita Raghuram; Pennsylvania State U. Leadership in Virtual Groups: A Critical Review of The Literature Presenter: N. Sharon Hill; George Washington U. Presenter: Natalia Lorinkova; Wayne State U. Presenter: Ayse Karaca; Wayne State U.

This study developed and tested a research model which examined the impact of user perceptions of self-efficacy (SE) and virtual environment (VE) efficacy on the effectiveness of VE training systems. The model distinguishes between the perceptions of one's own capability to perform trained tasks effectively and the perceptions of system performance, regarding the established parameters from literature. Specifically, the model posits that user perceptions will have positive effects on task performance and memory. Seventy-six adults participated in a VE in a controlled experiment, designed to empirically test the model. Each participant performed a series of object assembly tasks. The task involved selecting, rotating, releasing, inserting and manipulating 3D objects. Initially, the results of factor analysis demonstrated dimensionality of two user perception measures and produced a set of empirical validated factors underlining the VE efficacy. The results of regression analysis revealed that SE had a significant positive effect on perceived VE efficacy. No significant effects were found of perceptions on performance and memory. Furthermore, the study provided insights into the relationships between the perception measures and performance measures for assessing the efficacy of VE training systems. The study also addressed how well users learn, perform, adapt to and perceive the VE training, which provides valuable insight into the system efficacy. Research and practical implications are presented at the end of the paper.

The development of information and communication technology has lead to the reorganisation of work methods and processes. More and more tasks are accomplished in a collaborative way by geographically distributed teams. These new working methods require proper training and appropriate skills, especially the ability to work in virtual environments. NETPRO (Network Based Project Learning in Engineering Education) is a European pilot project that addresses these issues. Its objective is to elaborate an innovative network based project learning model for engineering education and to develop web-based tools for implementing and supporting this pedagogy. This paper discusses some features of project-based pedagogy and proposes a model of a project-based learning management system.

The persistence of racism in society and in higher education is a structural and historical fact that accompanies teaching, research and extension practices, as well as the functional and daily dynamics of institutions, affecting entry, graduation and permanence of thousands of students. This article aims to socialize the actions developed from the 1st Campaign for the Eradication of Racism in Higher Education in Latin America, coordinated by the UNESCO Chair of "Higher Education and Indigenous and Afro-descendant Peoples" in Latin America (UNTREF), developed in 2020, as well as reflecting on the process of building collaborative networks and learning communities experienced by the members of the working groups formed. The article presents reflections on the achievements of the different experiences and the pending challenges for each of the institutions involved. It should be noted that the campaign consisted of carrying out actions on the internet, this was thought long before the pandemic, the global context and isolation only reaffirmed the need to work in virtual environments. The campaign is presented as one of the different initiatives carried out in Latin America to make visible, problematize, promote and outline new agendas to continue working for an anti-racist and intercultural higher education, becoming a singular and collective space to nourish and be inspired in empirical analysis of the expressions and situations of racism ‒felt, thought and faced by different subjects who lead their confrontation‒ inside and outside the HEIs.

This study explores the drivers and stages of employee engagement in a virtual team environment drawing upon Job Demands-Resources model. While virtual work has been widely adopted due to the flexibility it provides, the engagement of employees in such working settings has not been previously studied. Using a qualitative case study methodology, which is based on analyses of emails texts and interviews, we identify two core resources i.e. pay and leader support as the key contributors to the engagement of virtual team members during three stages of a virtual team project: welcoming, working and wrapping-up. Our results contribute to the literature as pay has not been linked to engagement, and the leader support has been included as part of overall social support.

Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 31-30. At the bottom of this page, click DOWNLOAD PDF to download the published paper. ***

The process of transferring data within any physical environment is highly vulnerable and liable to face many security issues leading to sniffing of highly confidential data by any of the prevalent cyber attacks. Presently, there are various classic data retrieving methodologies such as CASE, PIVOT and SJP within a physical environment. However, these methods are not completely fail proof against unauthorized data retrieval. This paper aims to implement the concept of Knowledge Cube generation for securely transfer data with the help of Horizontal Aggregation method in virtual environment. The concept of ‘Knowledge Cube’ is referred as a multidimensional model composing of cubes and dimensions, which can be further interpreted so as to execute complex queries during any data retrieval process in both physical and virtual environment.

This study examines the mediating role of the satisfaction of basic psychological needs (need for relatedness, need for competence, need for autonomy), as derived from self-determination theory, between college teachers’ relational trust in three main referents (the administration, colleagues, and students) and their optimal functioning (vigor, affective organizational commitment, job performance). The study was conducted among 422 teachers from French-language colleges in the province of Quebec (Canada). The results obtained using structural equations provide support for the proposed model, while identifying specific ways in which trust in the different referents is connected to the satisfaction of psychological needs, as well as to the studied indicators of functioning. Theoretical and practical implications, as well as directions for future research are discussed.