This study tests a grounded theory that provides a pedagogical framework for instructors interested in facilitating student team project delivery. Since the theoretical model was developed with observations from the lived experience of virtual student teams delivering projects in an online course, this study advances previous findings by testing the model with feedback from a comparable on-campus course. The new findings affirm the model also applies for campus-based courses. In addition,

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... gs about students' application of online collaboration tools, the role of culture and language in team productivity and the effectiveness of student peer evaluations in fostering accountability are also discussed. Finally, survey revisions for improved insights about team crises and team trust are suggested for a planned second study.