Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective training, communication and assessment measures. This article will introduce strategies, including adding a module on team processes, using Google applications for communication, and evaluating collaborative learning processes in addition to the products. These strategies were found instrumental in cultivating virtual teams through this case study of an online graduate course, and they can be valuable to online learning instructional designers or instructors who are interested in applying virtual teams in experiential instructional process.

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Learning environments such as web-based instruction require more learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often fail to complete some components of their online work each week, damaging their overall academic progress in the course. To assist students in completion and submission of work, three professors at a public southeastern university implemented the use of a generalized assignments checklist to enhance student self-monitoring in their online courses. Data on the submission of assignments was analyzed for relative timeliness. The results of this study showed a statistically significant difference based on the checklist received students to the control group, with a marked improvement of assignment submission timeliness, improving course satisfaction for students and instructors.

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