Sustaining an Online Community of Practice: A Case Study

The difficulties inherent in trying to pursue face to face professional development opportunities have traditionally made it difficult for teachers to access professional learning. 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 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 in developing and sustaining online communities of practice to support professional learning.