This paper highlights factors that facilitate and hinder on-line learning for global virtual teams. Using a case study approach, the paper examines existing models for on-line teaching in the field of international affairs and presents a model for incorporating global virtual teams as a learning module. The roles of cross-cultural communication and of trust emerge as key facilitating factors. Additionally, the broader context for innovative on-line learning involving higher education administrators, staff and faculty constitutes an often overlooked element in existing models. The paper explores new and emerging roles for administrators and faculty in cross-institutional and cross-national context and makes recommendations for ensuring excellence in both undergraduate and graduate cross-national on-line learning that contributes to successful learning outcomes in international affairs education today.
