Facilitating online professional learning networks: considerations and tensions that influence facilitation

Purpose Professional learning networks (PLNs) are increasingly used as vehicles for professional learning. This study analyses and describes the considerations and tensions that influenced the facilitation of synchronous online PLN meetings in a multi-state, cross-disciplinary literacy initiative in the USA. Design/methodology/approach Secondary data analysis of data sources collected as part of the initiative were: video recordings of 11 online PLN meetings of science, technology, engineering and mathematics and humanities teachers, as well as accompanying materials and resources for teachers and facilitators. These data were triangulated primarily with teacher attendance records and a teacher survey. Findings Drawing on a constant comparative approach, our analysis revealed three interrelated tensions that affect facilitator moves and PLN meeting content: allowing flexible participation versus having stable learning communities, focusing on depth versus breadth of knowledge-building when inquiry is the key focus of a PLN and using meeting protocols as procedural guides versus as tools to support inquiry. Originality/value This study addresses a gap in the literature in understanding the design considerations and tensions influencing online PLN facilitation and demonstrates how practical implications such as time and funding intersect with learning goals and PLN design to influence facilitation.