| The primary intent of the multi-case study was to examine how the concept of community is developed, realized and sustained within virtual in-service teacher learning environments. The study investigated two major research questions: (1) How are virtual communities created and sustained to facilitate teacher professional development? (2) What factors influence the phases of virtual community development in online in-service teacher professional development?; The use of case study methodology has included analysis of data from telephone surveys and interviews of participants, artifacts and online contributions. A novel element of the research is the use of expert critical readers, as well as participants in reviewing and verifying the appropriateness of the researcher's analysis and conclusions.; The researcher found that it is not necessarily commonplace for educators to work collaboratively within technological environments. A major culture shift occurs when educators experience new roles working in an online public space, within collaborative forums and as members of virtual learning communities. Realizing the potential of virtual communities in facilitating teacher professional development requires educators to change their current perceptions of professional development and to develop new images of ongoing opportunities for professional development based on their needs within an online community of learners.; Key findings indicate that the realization of virtual learning communities to facilitate teacher professional development is a matter of carefully and deliberatively designing a dynamic learning environment that fosters a learning culture. A pedagogical framework that nurtures the establishment of relationships, intimacy and trust, where people engage in shared learning experiences mediated through technology, is needed to foster community development. It is human experience and interaction mediated within an online environment that nourishes the realization of community.; The instructional plan ought to accommodate the development of an awareness of the importance of community and thereby empower educators to take ownership of their own learning. It should provide for both community and learning. Digital communication media should be used effectively to support the pedagogical foundation and to foster the togetherness of the community, as members develop their own vision and goals and as they shape their own community. Designing an online learning environment that fosters the development of a learning community is not about creating a product. Rather, it is about designing and supporting a structure and a process that are focused and purposeful, yet fluid in nature. |
