In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In the project, teachers and researchers from three Nordic countries, Norway, Sweden and Denmark, collaborated to develop novel, on-line teaching models for a Nordic Virtual Classroom. The virtual classroom refers to an educational setting where teaching and learning activities are conducted collaboratively in cross-national teams “in the cloud” by means of information technology. During the project, teachers were challenged in their current teaching practices and the project resulted in collaborative learning and transformation of work practice. In this paper, we explore underlying reasons for such transformation to occur by unpacking how and why boundaries can play a role in computer-supported collaborative teaching and stimulate a transformation towards digitalized teaching practices. The paper contributes with an explanation of how the composition of boundaries of a technological, organizational, and cultural nature operates and constitutes a resource for learning and principles for how boundaries can be used for such purpose.

在这项研究中，我们探索了边界对于协作学习和工作实践发生转变的作用。我们报告了一个为期三年的行动研究项目，其中包括作者参与时间超过1800小时。经验数据是基于项目参与工作的，包括北欧小学的一项学校发展项目中的观察和现场笔记，项目报告，访谈和问卷调查。在该项目中，来自北欧三个国家（挪威，瑞典和丹麦）的老师和研究人员合作开发了一种用于北欧虚拟教室的新颖的在线教学模型。虚拟教室是指一种教育环境，在该环境中，跨国团队通过信息技术在“云中”协同进行教学活动。在项目进行中 教师在当前的教学实践中面临挑战，该项目促成了协作学习和工作实践的转变。在本文中，我们通过解开边界在计算机支持的协作式教学中发挥作用的方式和原因，并激发向数字化教学实践的转化，探索了导致这种转换的根本原因。本文有助于解释技术，组织和文化性质的边界的组成如何运作，并构成学习的资源以及如何将边界用于此目的的原则。我们通过解开边界在计算机支持的协作式教学中发挥作用的方式和原因，并激发向数字化教学实践的转变，探索了导致这种转变的根本原因。本文有助于解释技术，组织和文化性质的边界的组成如何运作，并构成学习的资源以及如何将边界用于此目的的原则。我们通过解开边界在计算机支持的协作式教学中发挥作用的方式和原因，并激发向数字化教学实践的转变，探索了导致这种转变的根本原因。本文有助于解释技术，组织和文化性质的边界的组成如何运作，并构成学习的资源以及如何将边界用于此目的的原则。