Potential of Distant Networking for Teachers' Community of Practice

Abstract

This study examined the process of how the teachers in higher education participated in a community of practice at a distant networking through the experience, implementation, and evaluation of a core curriculum. The results of the analyses suggest that despite the distance where the participants cannot share physical space, it is possible for a full participant who responds with commitment and effort to the symbolic intervention by a senior participant to attain certain proficiency in curriculum design.