Online learning: How a course for frontline managers became a virtual community of practice

Abstract

Tertiary educators face the challenge of integrating academic courses with workplace realities. This paper describes how interactive processes between participants in an online graduate course for frontline managers contributed to the creation of a virtual community of practice bridging the academic—workplace divide. Participants built a community of practice as they engaged in constructivist learning in a place of online safety. The paper identifies the benefits of, barriers to, and critical success factors for, a virtual community of practice (Gannon-Leary & Fontainha, 2007). Complex adaptive leadership actions required to successfully develop a virtual community are considered. Research findings conclude that combining online and face-to-face elements provide the optimal opportunity for a functioning community of practice.