Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

This action research study examined educators’ perceptions of collaboration and community within a virtual professional learning community and investigated how participation influenced collaborative actions over time. The study also compared the needs and goals of secondary and postsecondary educators participating in a shared VPLC model. Grounded in the Community of Inquiry and Online Collaborative Learning theoretical frameworks, this study addressed a growing need for effective, flexible professional learning structures that support collaboration across educational contexts. Data were collected from six educators, including three secondary and three postsecondary instructors, through pre- and post-administration of the Professional Learning Community Assessment–Revised, recorded virtual meetings, and semi structured interviews. Descriptive statistics were used to analyze survey data, while qualitative data from meeting transcripts and interviews were coded thematically using a priori and emergent codes. Triangulation across data sources was employed to enhance trustworthiness. Findings indicated that participation in the VPLC strengthened collaborative practices, professional reflection, and resource sharing across both educational levels. Educators reported increased engagement, peer feedback, and collective problem-solving over time. Differences emerged between groups, with secondary educators expressing greater needs for supportive leadership and relational conditions, while postsecondary educators demonstrated gains in shared values, vision, v and shared personal practice. Despite overall positive outcomes, challenges related to leadership structures and protected collaborative autonomy were identified. The findings suggest that VPLCs can serve as effective professional learning structures when intentionally facilitated and contextually responsive. Implications include the need for balanced leadership, protected collaboration time, and differentiated support based on educational context to sustain meaningful VPLCs.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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