OZ/NZ educators

* Short, directed learning segments-Chunk-ability * Ability to repeat and review content-Repeat-ability * Ability to stop and resume without having to start all over-Pause-ability * Clear, direct instructions-Understand-ability

we lead students rather than dispense knowledge to them. We become the bridge between students and content rather than the source of the content. It is a perhaps subtle change but nevertheless important because it means taking on different responsibilities.

Strategies that support this shift in perspective include having the students moderate discussion forums, prepare concept summaries and examples for other students, and assume greater responsibility as frontline moderators for the course (Boettcher, 2007).

My goal was to examine the ways in which an online learning community, as an organizational structure, facilitates participants ability to (1) deepen their understanding of the action research process; (2) deepen their understanding of coaching action research; and (3) deepen their understanding of their own evolving stance toward their professional practice.