Creating and Sustaining Community in a Virtual Environment - Information Communication Technologies for Human Services Education and Delivery - page 116

a Facebook account and already identify with a
particular community through this network. This
is not the only way to connect with a community.
There are numerous similar venues available in
today's world. Evolution of these types of social
communities is swift and these may become passé
in the not-too-distant future.
Discussion Boards are a typical community-
expanding tools used in online education. These
provide online synchronous “conference rooms”
where people can enter and dialogue with others
who are already in this room. There may be a
moderator who connects those who may wish to
dialogue on a particular topic and they may steer
the topic in a particular direction if that is the de-
sire of the members. A Learning Activity Bulletin
is a tool that provides a location where a leader
can post an activity such as a class assignment
from a teacher or a problem-based issue that need
individual attention. Group members can then go
into this area and complete an assignment or offer
an opinion or a solution to a problem.
Online learning environments are becoming the
norm in higher education. There are well-known
and used sites such as BlackBoard, eCollege, that
are widely accepted on college campuses for the
delivery of on-line courses. These learning sites
are viewed as a way of providing increased access
to professional development opportunities for
faculty and students alike. Current technology is
making it possible to build virtual town halls as
venues for professional association and develop-
ment. In these communities geography, culture,
or personal preferences do not pose themselves
as a limitation nor, a defining condition, of the
professional community.
We need to realize that a community of learners
working together can create an online environment
that will work for and not against its members.
Virtual environments, if used effectively, can
promote a sense of belonging that crosses national
and international boundaries. Collaborative work
is required to develop appropriate models of com-
munity and skills that enable the members to ac-

tively participate and develop personally through
involvement in these new environments.

concluSion

This chapter has attempted to define the term
“community” within a virtual environment by
examining how communities are formed and
maintained. Community is a negotiated, intimate
relationship that requires commitment and mu-
tual engagement. Interaction must be based on
the knowledge and experiences of the members
who can provide each other with a practical and
effective model for working together to define and
shape their futures. These virtual communities
reduce the feeling of personal and professional
isolation and enhance the ability to improve in
one's practice despite geographic limitations.
Interactions can take place anywhere, anytime as
long as Web access is available. Everyone who
has participated in an online community knows
that this takes time away from family, leisure
activities, and day-to-day routine of one's life.
The members of an online community must be
motivated and willing to take an active role if the
community is to be sustained. Social web sites are
not useful unless the members spend time using it.
They must cultivate and support each other. Suc-
cessful communities require daily attention from
the members. They require deep understanding of
the issues that engage the members and challenge
the community.

referenceS

Alexander, G. C. (2003). Reaching out to rural
schools: University-practitioner linkage through
the Internet. Journal of Technology and Teacher
Education , 11 (2), 321-330.

Barth, R. (2001). Learning by heart . San Fran-
cisco: Jossey-Bass.