This document compares formal and non-formal virtual learning communities (VLCs). Formal VLCs are organized by institutions with defined curricula and teacher-directed learning, while non-formal VLCs are learner-organized and directed around shared interests. Non-formal VLCs have some structure but are more self-directed. Key differences include teachers playing a stronger role in formal VLCs, emphasis on ideas in formal VLCs versus shared interests in non-formal, anonymity and identity protection in non-formal VLCs, and greater learner control over participation in non-formal VLCs. The conclusions call for more empirical research to better understand characteristics and implications of non-formal VLCs.

6. Formal VLC

7. Non-Formal VLC ?

8. Comparison - Catalysts Formal VLC Non-Formal VLC Strong teacher presence, with directed discussion and deliberate strategies employed to engage learners with each other. Teachers may not be as directive, and learner engagement will rise or fall based on how compelling the perceived need is to communicate.

9. Comparison - Emphases Formal VLC Non-Formal VLC Institutionally or centrally defined. Most formal VLCs emphasize communities of ideas, although other reasons for participating may motivate individual members. Defined by individuals and interest groups. Non-formal communities are typically designed with particular emphases in mind, and participants congregate based on shared interests, but outcomes are individually defined.

10. Comparison - Identity Formal VLC Non-Formal VLC Teachers can articulate the focus or purpose of the community, and outline the requirements and rituals associated with membership in the community. Participants are typically known to each other. Participants may wish to remain anonymous or to protect their identities. Fictitious identities may be used to guard identity in some non-formal settings, yet participants can be encouraged to engage each other in authentic ways.

11. Comparison - Participation Formal VLC Non-Formal VLC Participation can be encouraged or made compulsory as part of the formal requirements of the learning environment. Fewer external controls over individual investments and outcomes translate into greater control by learners about their own levels of participation.

12. Comparison - Technology Formal VLC Non-Formal VLC In formal learning environments, it is critically important to provide support for learning how to use communication features of the technology-based system used by the group. In non-formal settings transparency and ease of use are paramount. Participants will find alternative loci for learning if the technological context for learning is awkward or difficult.

13. Comparison - Learning Formal VLC Non-Formal VLC In formal environments, an instructor will often remind participants of externally imposed learning intentions, and intervene when interaction drifts too far away from the defined learning focus. Non-formal learning environments may articulate central purposes and goals, but learners will adapt them to satisfy individual purposes.

14. Comparison - Trust Formal VLC Non-Formal VLC In a formal VLC, an instructor will often spend a considerable amount of energy trying to build trust among participants and between the instructor and participants As informality increases, the development of trust may become more elusive, as participants choose to trust or distrust other participants based on episodic experience or perception of individual attributes of others.