Time to Learn?
研究虚拟学习社区中的专业发展给学习者带来的时间挑战，发现学习者会发展不同的时间观念并调整时间管理策略，建议将时间问题纳入课程以帮助学习者适应。
This article argues that professional development mediated by a virtual learning community produces new temporal challenges for learners. The study explores the experiences of e-learners using a multi-method approach that includes time vision and metaphor analysis. The results suggest that e-learners develop and use different approaches to time, and this is linked to aspects of different time visions. Further, some e-learners reconstruct their approaches to time management at an early stage in their virtual experiences. They engage in reflective commentaries in their virtual learning communities and this helps them to adjust to the time demands of e-learning. This process of adaptation and change is reflected in the metaphors used by e-learners. It is proposed that if the issues of time are explored with newcomers to e-learning, as part of the explicit curriculum, then this will help e-learners benefit from the flexibility inherent in virtual learning communities.