This report examines the importance of learning communities within institutions of higher education. It identifies two important dimensions of learning communities: (1) primary membership, which differentiates based on the characteristic that group members hold in common; these include learning organizations, faculty learning communities, and student learning communities; and (2) primary form of interaction, which differentiates based on group members' methods of interaction, such as in-person physical interaction, virtual interaction, or nondirect interaction through correspondence. Four categories of student learning communities are identified: curricular learning communities, classroom learning communities, residential learning communities, and student-type learning communities. Benefits for students and faculty of effective learning communities are documented and include higher academic achievement, better retention rates, diminished faculty isolation, and increased curricular integration. Suggestions for maximizing learning in virtual communities include focusing on a common goal and organization that include preparation, planning, and reflection. (Contains approximately 225 references.) (DB)