1) The document describes a study examining knowledge transfer between student teams in a blended learning university course. 57 students were divided into 11 teams that collaborated both face-to-face and virtually on business assignments over 14 weeks. 2) The researchers measured how much students learned from their own team (internal) and other teams (external) at weeks 4, 7, and 14. Initially most learning was internal but over time students learned more externally, indicating knowledge spillovers between teams. 3) The impact of prior friendships on knowledge transfer declined over time, suggesting learning relationships formed regardless of pre-existing social ties. The evolving networks demonstrated how learners developed different internal and external learning relationships over the course.