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Sustaining an Online Community of Practice: A Case Study


JDE Volume 22, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press


The difficulties inherent in trying to pursue face to face professional development opportunities have traditionally made it difficult for teachers to access professional learning opportunities. Today, given the proper communication tools, teachers can become involved in meaningful professional learning without the restrictions imposed by time and place. This paper examines findings from the analysis of the involvement of a group of educators who were engaged in professional development through the use of an electronic network for over a decade. Findings from the study will be examined to unearth the challenges involved in developing and sustaining online communities of practice to support professional learning. (Contains 1 figure.)


Riverin, S. & Stacey, E. (2008). Sustaining an Online Community of Practice: A Case Study. The Journal of Distance Education / Revue de l'ducation Distance, 22(2), 43-58. Athabasca University Press. Retrieved August 17, 2022 from .

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