Generative team learning in Web 2.0 environments

Purpose – The purpose of this paper is to examine how teams work and learn in Web 2.0 environments. Web 2.0 technologies enable geographically dispersed teams to work in synchronous and nonsynchronous modes of interaction in dynamic, self‐directed ways, within and across team boundaries, thereby avoiding some of the limitations of earlier generations of electronic communication. Design/methodology/approach – The paper explores how Web 2.0 technologies that are user‐controlled and team‐driven allow multiple modes of communication and team member active learning. Cases and an examination of team web‐based work processes and learning outcomes are examined. Findings – Web 2.0 functionality differs from traditional, primarily face‐to‐face modes of work and learning. Web 2.0 technologies can promote generative learning processes in which team members are open to new ideas, explore new ways of interacting, and apply their learning. Practical implications – Potential outcomes are the emergence of emotional intelligence in on‐line settings, virtual communities of practice, and innovative results. Originality/value – The paper offers directions for research as well as ways to lead productive virtual teams and support continuous learning, at the individual and team level.