Abstract
Virtual collaboration has become more widespread in recent years, making virtual feedback an indispensable means for individual and team success. Although virtual feedback has been widely addressed, its effects on feedback perception, feedback acceptance and team performance have not been thoroughly investigated or well understood in extant literature. Thus, it is still open to scientific investigations whether virtual feedback is less accepted than in-person feedback. For understanding and managing team performance, it is necessary to know the cognitive processes of how teams incorporate this virtual feedback to adapt and improve their performance, rather than continuing to perform poorly. Thus, this study fills this gap by investigating whether the perception of feedback and acceptance of feedback mediate the relationship between the receipt of virtual feedback and team’s performance. I intend to close this gap with this research project, set in actual classes implementing a rigorous experimental setting with a between-subjects design. This work makes several contributions regarding the educational context and management practices. This study investigates the effects and variations of virtual and in-person feedback. Thus, this study helps to extend recent research in the educational context by proposing whether students should receive virtual or in-person feedback to increase feedback acceptance and improve their performance. Results of the study can be transferred to the organizational context. As organizations need to adapt their management practices to the new work conditions, I offer first hints on whether feedback should be communicated best virtually or personally for improving team performance. I also find distinctions for teams given their members' differences in personality and preferences for receiving feedback, allowing for implications that help manage diverse teams.