The purpose of this article is to present a role-play based approach to virtual project teaming and assessment that provides graduate students with collaborative working spaces, a context within which students can interact with their peers, and a structured approach for facilitators to evaluate the efforts of these virtual teams. Content and analytics for this study stem from data collected over the course of three semesters while offering a graduate-level Technology Project Management course. To offer this online course, several virtual working spaces were utilized to present course lectures and discussions, and to provide virtual in-world team skills training. Discussion includes the incorporation of virtual role-play centered on the use of a contextually appropriate case study that spans a period 10 of the 14 weeks of the semester-long course. The article also addresses both the structure of the course delivery. The case study and role play structure, and challenges faced in maximizing the immersive capabilities of these types of virtual environments all while ensuring that content delivery and required course assessments were being realized. A summary of student survey data and discussion of lessons learned is also incorporated.
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