Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says

September 1st, 2013 | RESEARCH

Professional learning communities (PLCs)-teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs-reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of online and hybrid PLCs.



Team Members

Institute of Sciences, U.S. Department of Education, Contributor
Cynthia L. Blitz, Author, Rutgers University


Funding Source: ED


Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Reference Materials | Report
Environment Type: Media and Technology | Professional Development | Conferences | Networks | Resource Centers and Networks | Websites | Mobile Apps | Online Media