Where online learning, community and culture intersect: Toward an understanding of knowledge-building communities in virtual environments

Distance education has evolved from a solitary learning experience where communications were primarily between the student and the instructor, to vibrant communities of learning where knowledge is shared by learners who are in continual communication with their colleagues, as well as with their instructor/facilitator. The global reach of distance education requires an understanding of the impact of cultural variables within online learning communities. This study examines facilitation strategies, and organizational constructs that support seamless cross-cultural communications and result in a sense of community among learners. The virtual communities in this study were modeled on a community of practice framework.; The study combined both quantitative and qualitative methodologies. Data were collected from students enrolled in an online graduate education course distributed globally through asynchronous communications. Participants were primarily teachers in the K--12 environment, educators in administrative roles in higher education, and trainers and course designers in the corporate sector. The results presented will help to support online instructors in determining effective scaffolding practices that lead to knowledge construction and meaningful learning within virtual communities of practice. The results will also be of interest to course designers and administrators responsible for building the online environment and promoting a sense of community among learners.; The research questions that framed this study focus on how knowledge construction and learning within a community of practice can transcend culture and lead to meaningful learning and new perspectives; on the factors that guide the group processes and decision making within online learning communities; and on the method by which online course constructs can provide a framework for the development of a community of practice. The researcher concluded that (1) pedagogical strategies that increased students' interactions supported the emergence of a community of practice and increased meaningful learning through discussion and reflection; (2) social and collaborative learning structures associated with communities of practice resulted in social interactions that promoted a sense of community and led to a shared culture of learning and a common identity; (3) asynchronous learning structures and web-based resources used by the community of learners supported the emergence of community and enriched cultural understandings.