Implications of a Virtual Learning

Community Model for Designing

Distributed Communities of Practice in
Higher Education
Richard A. Schwier and Ben K. Daniel
Virtual Learning Community Research Laboratory
Educational Communications and Technology
University of Saskatchewan
Saskatoon, Saskatchewan Canada S7N 0K1
richard.schwier@usask.ca
ben.daniel@usask.ca
(306) 966-7641

This research was supported by a grant from the Social Sciences and Humanities
Research Council of Canada

Abstract

The metaphor of virtual learning communities can be used to inform the design of

distributed communities of practice in higher education learning environments. In this

chapter, constituent elements drawn from a model of virtual learning communities are

presented. These elements are elaborated to provide advice to instructors, instructional

designers, researchers, and community architects, including how to enhance trust, a sense

of history, identity, mutuality, plurality, autonomy, participation, trajectory, technology,

learning, reflection, intensity, social engagement, and communication. The chapter

concludes with a discussion of fundamental elements of virtual learning communities that

have direct relevance to the design of distributed communities of practice in higher

education.