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, purality, 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.
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