Bridging the communication gap: An action science research study of teacher collaboration in distance learning

Rapid change in organizational structure sparked a need in one private school district to design and implement an efficient communication system in distance learning environments. The purpose of this qualitative case study was to improve the collaboration process among teachers and administrators in this highly safeguarded population in a way that would allow stakeholders to work together more effectively to address school improvement goals and would foster a commitment to student achievement and continuous school improvement. The action implemented in this study was a weekly communication log for teachers of videoconferenced (VC) classes. The VC log acted as a catalyst for bridging gaps in communication among staff at various campuses, allowing for greater access to information about student progress. Lave and Wenger's framework for communities of practice was used as a foundation for examining the collaboration process for distance-learning staff members who shared students through this Texas campus. The change process evaluated through the communities of practice model increased the researcher's understanding of how stakeholders within the organization view collaboration and information sharing, and it helped participants discover new ideas relevant to improving the communication process.