Abstract:
Purpose – In light of contradictory research findings, the purpose of this paper is to examine the moderating effects of team setting (face-to-face or online) on the relationship that team member affect and interaction processes have on individual team source learning, and at the team level on the relationship between group cohesiveness and perceived team performance. Design/methodology/approach – Students enrolled in graduate level organizational behavior classes at a large university in the southeastern United States responded to the survey. The final sample included 79 students in 21 on-campus teams and 97 students in 26 online teams. All classes surveyed required a detailed team project. Tests of the moderator hypotheses were conducted using hierarchical linear multiple regression. Findings – Team setting moderated the relationship that member teamwork orientation and member social interaction had on individual team-source learning; the relationships were stronger in online teams. Practical implications – The results have implications for teams in a variety of settings since the team composition and nature of the work conducted by student teams are similar to that in Western organizational contexts. To avoid possible conflicts that impede learning and performance in online teams, administrators should ensure that team members are chosen carefully and give members a strong reason for being on the team. Originality/value – This paper extends the model examined by Williams et al. to include member social interaction and consider the context in which teamwork occurs and its effects on personal learning and team performance.

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