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Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort
Article

, Howe Public Schools, United States ; , Norman Public Schools, United States ; , Sam Houston State University, United States

AACE Journal Volume 16, Number 2, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A phenomenological study was conducted with a group of doctoral students preparing to be technology leaders. Students and faculty participated in weekend-intensive course work in which the faculty and some students attended classes on campus, and another group of students attended classes through distance technologies. Using some of these very same technologies, students and faculty members were interviewed in either distance or face-to-face sessions. Students and faculty indicated that because of the various technologies they were able to communicate, to build relationships, and to feel a sense of community. However, those at a distance also indicated they missed out on the informal conversations held among students who attended classes on campus. The various technologies helped form the beginnings of a virtual professional learning community.

Citation

Ford, L., Branch, G. & Moore, G. (2008). Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort. AACE Journal, 16(2), 161-185. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

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