| Teacher professional development is enhanced through active participation in communities of practice. Virtual online environments, specifically object-oriented, multi-user domains (MOOS) can afford and enhance learning communities. An exploratory case study examined the use of problem based learning in the Tapped In MOO, for developing and supporting a community of practice for pre-service and in-service teachers seeking to develop their professional knowledge and skills through a graduate level course.; Primary analyses were conducted to determine the effectiveness of this approach, focusing on both process and outcomes. Process questions focused on how problem based instructional design strategies encouraged students' use of virtual objects and environments for achieving problem scenario goals. Outcome questions focused on how participating in this kind of professional development activity affected students' attitudes toward collaborative Internet technologies, specifically Tapped In. Outcome questions included an analysis of students' attitudes in relation to their years of teaching experience and philosophy about teaching and learning. Data sources included online collaboration transcripts, electronic journals, email, student-created projects, instructor-generated memos, interviews, and surveys. Research drawn upon for this study included situated and problem based learning theories, and studies on the collaborative nature of synchronous and asynchronous online learning communities.; This study found that Tapped In supported community of practice interactions between students engaged in problem solving. The features of Tapped In and problem based instructional design strategies promoted engagement. Identified instructor supports that enhanced student learning experiences included attention to the technical design of the learning environment, acclimation of students to the Tapped In medium, and adequate orientation of students to problem based learning. Attitudes toward the experience were mostly positive, and within group structures, were related to years of teaching experience and philosophy of teaching and learning. Cognitive development of students was evidenced by students' understanding of concepts and perspectives presented in the course that emerged through Tapped In interactions. Group characteristics impacted outcomes and provided a rationale for further research. This study contributes to the research literature and applied practice of instructional design of MOO environments, particularly with respect to the value of problem based learning in Tapped In for enhancing learning experiences. |
