What kind of difficulties may teachers encounter, in the process of constituting a virtual learning community?

Abstract

We studied a virtual teacher community that had some crucial attributes that could lead to disruption of outdated learning and professional development norms. An analysis of factors that prevented the emergence of a learning community leads us to point to the crucial role of some moderator practices: open negotiation of hidden tensions, the sensitive use of learning opportunities to build personal interest for the subject matter to the community members, the bringing in of experts in a way that respects the members prior contributions.