Make comment to this paper, based on a postgraduate students level:In all definitions of “community”, the characteristic of human relationships is frequently mentioned. Specifically, this characteristic is expressed in the sense of belonging and security of individuals in a community, the realization of personal self-worth, the mutual care and support of the team, and the individual's appreciation of others and contribution to the community as a whole (Barnett & Fallón, 2007a, 2007b). Learning community (LC) as a vision of good in education has an important place in educational innovation and reform (Grossman et al., 2001). It is a collective culture of learning (Starratt, 1996; Sergiovanni, 1999) and experience-driven development (Achinstein, 2002; Bower, 2006). As such, it requires teachers to reflect critically and optimize their own professional competencies (Vescio et al., 2006), and it also requires schools to create a school culture of collaboration, trans-formative learning, and partnership (Marquadt, 1996; Mitchell & Sackney, 2000; Firlik, 2001; Sergiovanni, 1999; Hord, 2008; Servage, 2008).

Although “learning community” is often referred to, the term has begun to be misused. Increasingly, combinations of individuals with common interests, school teams and departments at all levels have taken to using the term “learning community” to package themselves. While the truth is that many communities are in fact pseudo-communities (Dufour, 2004). That is, there is no common sense of purpose, and there is a lack of trust and connection between the members of the community. 

With the development of technology, many learning communities have even created an online model (Ni et al., 2023). For example, in an online English learning community I participated in earlier, people entered into online meetings without knowing each other at all. This led to a situation where community members were turn off camera and not talking if there was no leader to liven up the atmosphere. And with no familiarity with each other, even fewer are willing to actually share their learning experiences. It can be seen that it is important to build connections between members that include. This connection includes, but is not limited to, cultural respect, peer trust, and prospective consensus. This is why face-to-face learning communities are favored by more people. Offline learning communities create a face-to-face environment for members, which facilitates faster familiarity and recognition of each other, builds mutual trust, and increases discussion and interaction, thus providing a better professional learning experience (Hickmott & Prieto-Rodriguez, 2018).

Overall, learning communities are in fact fluid, malleable, unstable, stratified and evolving social structures (Fallón & Barnett, 2009). Professional learning communities (PLC) allow educators to engage in effective practice, problem-solving, and stimulating perspectives (Goode et al., 2019), which in turn creates a system of mutual learning (Australian Council for Educational Research, 2016).

Based on the six attributes proposed by Hord (2015) that distinguish a true professional learning community (structural conditions, supportive relational conditions, shared values and vision, intentional collective learning, peer support for peers, and shared and supportive leadership), we can find that if we want to create a true smoothly functioning learning community, we need to: 1) Specify a weekly time for learning community members to. 2) Regulate how members talk to each other and how they resolve conflicts, thereby building trust and respect for each other. 3) Establish shared values and a vision. This means that the content of the learning community's activities is based on the shared vision of its members. 4) Professionals to guide the community's learning. 5) Maintaining cultural respect and facilitating discussion and knowledge-sharing among members. 6) Organizers in the community who are able to maintain enthusiasm and drive the atmosphere.