About this guide

Our fundamental idea is that the best online learning is social and active rather than discrete, and that, within the field of teacher education, it is connected with authentic classroom contexts and a shared domain of pedagogic and subject knowledge.

We draw from the large body of research on communities of practice, connectivism, social network theory, and situated learning.

We also look at roles within CoPs, thinking about how these differ from roles in F2F learning situations and how they result in knowledge construction.