• Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray; 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin; Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler; 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright; 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso; 6. Community of practice a metaphor for online design? Thomas Schwen; Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger; 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt; 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman; 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour; Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman; 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring; 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab; 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

"Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley

• Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray; 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin; Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler; 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright; 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso; 6. Community of practice a metaphor for online design? Thomas Schwen; Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger; 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt; 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman; 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour; Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman; 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring; 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab; 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

"Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley

• Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray; 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin; Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler; 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright; 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso; 6. Community of practice a metaphor for online design? Thomas Schwen; Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger; 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt; 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman; 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour; Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman; 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring; 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab; 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

"Anyone designing, evaluating, or forming a community of learners will benefit from the examples and results reported in this volume." - Marcia C. Linn, University of California, Berkeley