Editing Organizational learning (section)

=== Virtual environments ===

Organizations are evolving, which is sometimes causing interpretation of experiences more complex. Team members that are geographically apart,<ref>{{cite journal | last1 = Argote | first1 = Linda | year = 2011 | title = Organizational learning research: Past, present and future | journal = Management Learning | volume = 42 | issue = 4| pages = 439–446 | doi = 10.1177/1350507611408217 | s2cid = 145490839 }}</ref>{{rp| 266}} may only have an option to learn virtually through electronic devices instead of face-to-face.<ref>{{cite journal | last1 = Gibson | first1 = Cristina B. | last2 = Gibbs | first2 = Jennifer L. | year = 2016 | title = Unpacking the Concept of Virtuality: The Effects of Geographic Dispersion, Electronic Dependence, Dynamic Structure, and National Diversity on Team Innovation | journal = Administrative Science Quarterly | volume = 51 | issue = 3| pages = 451–495 | doi = 10.2189/asqu.51.3.451 | s2cid = 10856839 }}</ref> Communities of practice in virtual environments can create tacit knowledge shared between the different factors such as individual members, rules accepted and technologies used. Technology in this case affects the identity and learning patterns of the community.<ref name=ARDICHVILI-A-2008/>{{rp|549}} Building routines in a virtual team and the use of sophisticated technology such as video meetings, creates trust and psychological safety that enables learning.<ref>{{cite journal | last1 = Dixon | first1 = Nancy | year = 2017 | title = Learning together and working apart: routines for organizational learning in virtual teams | journal = The Learning Organization | volume = 24 | issue = 3| pages = 138–149 | doi = 10.1108/tlo-12-2016-0101 }}</ref>{{rp| 148}}