Connectedness and diversity, drivers for collective learning in PLCs

Abstract

This study examines how diversity and connectedness interact to foster collective learning within Professional Learning Communities (PLCs). Two PLCs, consisting of members from different educational organizations, were followed over three years, with annual interviews analyzed through the lens of value creation and collective learning, to answer the question: “Through what mechanisms does the interplay between connectedness and diversity contribute to collective learning in PLCs composed of members from two educational organizations?” The findings indicate two mechanisms: 1) Immediate value acts as a reciprocal motivator, strengthening connectedness and stimulating collective learning processes. 2) Collective ambition functions as a coordinating mechanism, aligning goals and facilitating learning within heterogeneous, formalized groups. Both value creation and collective ambition act as mutually reinforcing drivers of collective learning: as members experience value, their motivation and connectedness deepen, which in turn fosters further value creation. Likewise, collective attention amplifies these dynamics by continuously aligning members’ engagement and learning efforts, creating a recursive system that sustains collective growth. These findings highlight the practical importance of deliberately balancing diversity and connectedness, and they demonstrate how shared ambition and experienced value, such as joy, can enhance collaboration and learning in PLCs, while a lack of both diminishes it.