Students perceived the design principles identified as being conducive to their learning. Many of these principles are supported by the results of other published studies. Future studies should address the effects of these principles using quantitative controlled designs.

Task involvement in the tutorial groups was high. All types of learning-orientated interactions were observed. Relatively little time was spent on exploratory questions and handling conflicts about knowledge. Problem-based learning training should pay special attention to stimulating discussion about contradictory information.

The literature is packed with "one-size-fits-all" advice on how to develop intentionally formed virtual communities of practice (VCoPs). However, a closer look at the literature shows that VCoPs often have unique "personalities." Based on an extensive review of the literature and a study of 18 VCoPs, we built a typology containing 21 structuring characteristics. We then used this typology and three of the studied VCoPs to show how different their basic natures are. Researchers and practitioners alike must not only recognize the diversity of VCoPs, but also identify challenges, strategies and practices that are contingent upon their specific characteristics.

Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

The themes appear to offer starting points for the development of a framework to guide the curricular integration of VPs. Their impact needs to be confirmed by studies using quantitative controlled designs.