posted on 2008-01-01, 00:00authored byS Riverin, Elizabeth Stacey
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.
History
Journal
Journal of distance education
Volume
22
Pagination
43 - 58
Location
Ottawa, Ontario
Open access
Yes
ISSN
0830-0445
Language
eng
Notes
Reproduced with the specific permission of the copyright owner.
Publication classification
C1 Refereed article in a scholarly journal; C Journal article