Teaching Entrepreneurship: A Comparison Between Virtual and Classroom Teaching Contexts

Abstract

The present work was motivated by the increasing importance in the competences of the entrepreneurial spirit and initiative (ESI) at all levels of education, as well as the need to expand into competence-based education. This paper studies entrepreneurship education in two different environments: virtual and classroom training. It specifically addresses teamwork competence, which supports the development of ESI competences. Thus, there is a particular interest in investigating how to better contribute to the development of ESI. However, little or nothing is known about the matter in collaborative virtual environments. This research analyses 51 group dynamics in educational environments -20 virtual groups and 31 classroom groups. It offers interesting conclusions in relation to reducing team conflict, monitoring individual and collective group performances, and facilitating cohesion. It also analyses the results of collaborative work. These conclusions are useful for both the teaching and development of entrepreneurial teams that are involved in the development of new projects. This is particularly the case for entrepreneurial teams that work in a multinational and decentralized environment.