Model of Formal Virtual Learning Communities

I am happy to share that our vacation from classes is over, and now we are back to the books and studies! Now that I have supposedly had some time off (though work and teaching does not really cease), it is time to again focus on my studies and my research.

One of the readings I did for our internal discussions has really captured my interest. I have previously read this book chapter, though now that I am actively engaging in research in this area, this modelĀ of virtual learning communities (VLC) is becoming more present and intentional in my thinking. I like this model for VLCs, with the various elements the authors are recommending:


While I generally think these elements are useful, I wish I could learn a little more about the research that supports there items; this was not included in the chapter, and as a developing researcher, I can’t help but wonder how the authors came up with these, and not others.

What do others think; do these elements fit with your practice and experience?

(Schwier, R. A., & Daniel, B. K. (2008). Implications of a virtual learning model for designing distributed communities of practice in higher education. In C. Kimble, P. Hildreth & I. Bourdon (Eds.), Communities of practice: Creating learning environments for educators (Vol. 2, pp. 347-365). Charlotte, NC: Information Age Publishing)