needed to coordinate and teach a global project is
substantially more than for a local project.
Coordinating calendars, assignments, readings, due
dates, team rosters; grading student work in a timely
and consistent way; providing IT support for video
calls and software tools complicates all aspects of
course preparation and delivery. Intervening when
students find their distance relationships not working
increases complexity. 2) Motivating students to keep
up the global communication through a fast moving
project schedule is a real challenge. Procrastination
and uncoordinated work add to pressure to meet
hard deadlines. Intermediate project deliverables to
demonstrate progress on the project can alleviate; 3)
Managing student problems, such as "global free
riders" are exacerbated. Distribution of work and
responsibility within each team should be carefully
watched.
In the future, the authors will continue to
explore how different choices for project design
would influence the global team experience and
success.
ACKNOWLEDGEMENTS
The first author would like to acknowledge that the
work for this paper was partly funded by the Qatar
Foundation for Education, Science and Community
Development. The statements made herein are solely
the responsibility of the authors and do not reflect
any official position by the Qatar Foundation or
Carnegie Mellon University.
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