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With a massive connectivity movement occurring throughout American schools, these learning networks present suitable environment for peer learning activities. While the prevalence of these networked communication tools tend to encourage formation of online learning communities, effective assessment strategies of such learning remain to be addressed. In this investigation, Deep Viewing methodology (Watts Pailliotet, 1998) was applied to assess learning outcomes and learning processes of online small group discussion among preservice and in-service teachers. As a result of this critical viewing, the need for connecting context and creating relevant pedagogy is shared.