This study explored rural middle-school students' participation in an online summer reading course. The research question explored the patterns and practices of the student's participation in an online reading course and the instructional moves made by the teacher. Data were gathered from a small group (n = 4) of rural middle school students living in northern Appalachia who volunteered to participate in the online summer reading course. Data indicated that the course as it was originally planned was, in many ways, failing. Fewer children enrolled than was anticipated and participation was extremely limited. However, participation increased as the course was restructured from a traditional classroom structure into the theoretical framework of a CoP. With greater emphasis on defining of the domain, supportive techniques to instill the development of strong, trusting relationships within the community, and the encouragement of students to become practitioners within the domain of the community, a more functional CoP began to emerge. These findings indicate that attending to major CoP principles, such as clarifying aspects of the domain, creating an inviting space with greater opportunities for participation and the evolution of the community, and focusing on the value of being practitioners in the activities of the community, can be the difference between a successful or unsuccessful online, voluntary learning community.
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