Abstract
Debate abounds over whether the virtual team is an effective substitute for the traditional F2F team and can sustain itself. Drawing upon literature on leadership, trust, computer-mediated communication, and teams, we propose a theoretical model of online learning team effectiveness. A quasi-experiment was conducted to empirically test the impact of trust, trust propensity, leadership effectiveness, and communication frequency on virtual learning team satisfaction and performance. The results of PLS support the majority of our hypotheses. Trust serves a mediating role in the relationship between leadership effectiveness and team satisfaction and performance. Theoretical and managerial implications are discussed at the end of the paper.