Abstract
Online teacher communities constitute pivotal professional development contexts. Yet, there is no conclusive evidence on how best to conduct in-depth forum discussion for meaningful learning outcomes. This study combines qualitative comparative analysis of communities' forum transcripts to specify the teaching and social presence categories that promote in-depth forum discussion with teachers’ questionnaires for perceived effectiveness. Findings identify a successful online coordination and participation framework: teaching presence characterized by strong direct instruction combined with social presence exhibiting high levels of affective and cohesive discourse. This framework provides actionable insights for online professional learning communities with implications for educational research and practice.
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