In recent years there has been a growing interest in the development of on-line learning communities. This paper examines the use of feedback partners as part of an on-line learning portfolio to develop a learning community among a group of matured-aged students with limited IT skills. The paper finds that the use of student peer feedback enhanced student reflection and performance. However, the feedback partner process inhibited rather than fostered social relations between students and negatively affected the sense of community in the class. Despite developing their own social networks, students remained heavily reliant on their tutor and the teaching workload was onerous. The paper suggests some possible alternatives to improve the development of on-line learning communities.

Keywords: Peer Assisted Learning; learning portfolios; learning communities; on-line education; learning reflection.