This paper is an analysis of the issues encountered in the process of building a community of practice amongst students through engaging in online dialogue using WebCT. The analysis is guided by an educational change framework, proposed by Goodell, Parker, and Kahle (2005), which includes Technical, Political, Cultural, Moral, and Personal dimensions. First, the analysis highlights the reasons for using WebCT. Second, the issues faced in using WebCT effectively are discussed. Finally, suggestions are offered for instructors using WebCT for the first time.

The purpose of this study was to examine the potential of asynchronous discussion forums (ADFs) as a medium to facilitate reflective thinking among preservice teachers. Of particular interest was the extent and manner in which this potential varies with respect to (a) the structure of the ADF, (b) the focus of the ADF, and (c) group dynamics. Quantitative and qualitative research methods revealed findings that support the potential of this medium as a means to facilitate reflective thinking. Importantly, however, the findings presented here bring to light several additional important considerations for both practice (e.g., strategic student placement within groups to facilitate higher levels of learning) and research (e.g., relationships between social dialogue, group membership, and demonstrated levels of learning) involving the use of asynchronous discussion forums.