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Finally, there is the Curriculum of Membership that relates the actual engagements in the community, the purposes for which the site was constructed and the gains people expect from it. Many features of virtual community may translate to the larger community of the internet. This meta-community comprises almost limitless numbers of communities, and information nodes and networks devoted to among other things: commerce, education, governance, and social life. The internet requires interactions among five key industries: telecommunication, software, internet service providers, search engine providers, and web content providers.
Using the concepts of curriculum commonplaces, null curriculum and hidden curriculum, they analyzed some of the taken for granted structural 8 features of the internet. Since that time, there have been a number of developments that have impacted our knowledge base of the internet, rendering it as a more transparent structure. For example, while its early development had been dominated by contributions of white Western males, now much of the technology and use has become more widespread, witness the contributions from India, China, other Asian countries, as well as those from the Spanishspeaking world.
It comes as no surprise that teachers are required to be learners in an environment where many have little background. Three chapters provide material on different aspects: student/teacher interaction in the virtual learning setting; narrative inquiry about how rural African teachers engage 13 the digital world with few resources; how teachers create virtual communities of practice; and VLE’s in teacher education. There is probably no formal educational location that is changing more rapidly in the digital age than is Higher Education.