There are a significant number of universities involved in virtual team research, development, and training. This stands to reason given that the field is still emerging. Typical is an academic paper from Harvard Business School: Virtual Team Learning: Reflecting and Acting, Alone or With Others (2009).
In another vein, MOOCs (Massive Open Online Courses) have proliferated in the past few years. Millions of students globally are now participating through the aegis of top universities like Stanford, MIT, and Harvard. However, recent research indicates the attrition rate is very high. “It has been observed that only 7% of the people signing up for the courses end up completing it” (http://yourstory.com/2013/08/going-beyond-mooc-novoed-brings-entrepreneurship-education-from-babson-university-online-for-the-global-audience/). NovoED is a new Stanford based initiative that hopes to redress this alarming drop out rate by helping online students collaborate more effectively through virtual team formation (https://novoed.com).
Estimates vary as to the number of K12 students enrolled in virtual schools. It may be as high as 1 million and as low as 250,000. While the actual number may be in question, it’s evident that many virtual students work on projects virtually. (http://nepc.colorado.edu/publication/virtual-schools-annual-2013, http://virtualschoolmooc.wikispaces.com/history)
The following is a typical example: “Imagine students at four different high schools working collaboratively and in real time on a project to create a mechanically-fed birdhouse monitored via the Internet. The bird feeder automatically refills itself, based on a preset schedule. One school team acts as project manager, while another is responsible for aesthetic design. The third school handles computer programming for refilling the bird seed. The fourth school determines the type and amount of bird seed used” (http://www.hivelocitymedia.com/innovationnews/virtualcollaborativelearningenvironment051712.aspx)