Online Learning Community order to solve their problems and improve their practices (MacNeil, 1997). As a partly active social learning process, OLC members need continually maintain their Network (social presence) through their online communication and interaction. They use network Technology, which is often called Computer-Mediated Communication (CMC) to facilitate the socially constructive learning pro- cess. Technology enables the community members to interact with each other anytime and anywhere despite their geographically distant locations and time differences. The members no longer have to wait for another face-to-face (f2f) interaction to discuss their problems or share their knowledge. The CMC technology used in OLC can apply synchronous, asynchronous or blended mode (Jonassen, Peck, & Wilson, 1999; McIsaac & Gunawardena, 1996). OLC AND PLC The role of OLC as a means for teacher profes- sional development is unique. The whole school environment itself is already called a learning community whether it has an OLC or not. This community is often called a Professional Learn- ing Community (PLC). According to experts in the school reformation, teachers and educators form a professional learning community, which they can collaborate on ongoing basis to continu- ously improve learning (Corwin-Press & OPC, 2009; Fullan, 2001; Hargreaves, 2003). Ideally, teachers and educators should assume their role as architects, building contractors, co-owners and renovators to build a professional learning community edifice (Corwin-Press & OPC, 2009). The key foundations of the edifice are student learning and a shared purpose. This foundation contains four main pillars that support the roof, which are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) profes- sional development. The roof of this building is the continuous learning and improvement, which is the main goal of building the professional learn- ing community. Each school is responsible for the building of a PLC in their endeavour to develop their education quality. As an independent OLC-based teacher pro- fessional development program, OLC4TPD envisions to facilitate the development of a pro- fessional learning community within a school so that it could organically develop a collaborative learning culture for continuous learning and development. The programs held at OLC4TPD aim to improve different professional capacities in teachers, such as building their collaborative teamwork and leadership skills. As awareness and capabilities are increased, the teachers and educators could develop their own professional learning community in their own schools. The role of OLC4TPD, however, would continue to provide the community members with ongoing support (Sari, 2011, 2010a, 2010b). THE CONTEXT According to the Indonesian President Law 14/2005, certification is a prerequisite for every professional Indonesian teacher. To be certified, teachers must have their 4-year bachelor degrees, teaching portfolios as well as experience. How- ever, this process is still far from reality, as a large number of practicing teachers in Indonesia do not met the standard academic qualification to be teachers. Professional qualification implies devel- oped professional capacity for teaching, which is strongly related to students' achievement outcomes (Jalal & Mustafa, 2001; Nasainus, 1998). The re- sults of the 2009 Program for International Student Assessment (PISA) published in December 2010 have shown that the level of Math, Science and Literacy of Indonesian students are ranked in the bottom 10. Teacher professional capabilities are assumed to be one of the contributing factors of this situation. 453