Abstract

The ‘learning community’ is an important theme within the move to an information age. This article argues that the empowering elements of such communities are fundamental to higher education. However, a better understanding of what they entail is required by teachers. The author reflects upon current thinking about collaborative learning and communities of practice, and highlights how userinvolvement in curriculum design and delivery can promote fuller engagement with the learning process. The findings of a three-year Higher Education Funding Council for England-funded initiative to implement and evaluate online teaching/learning in humanities and arts departments are analysed in order to illustrate the possibilities for learning and teaching innovation that learning communities can offer