Abstract
The COVID-19 pandemic necessitated a rapid shift to remote learning, revealing the need for effective online educational strategies. This article examines the challenges and opportunities associated with this transition, particularly through the lens of Professional Learning Communities (PLCs) within a Hybrid course at Minnesota State University, Mankato. Utilizing Garrison's Community of Inquiry framework, the study assessed how PLCs fostered social, cognitive, and teaching presence among pre-service teachers. The findings suggest that PLCs can be an effective model for promoting community and peer support in online learning, yet emphasize the importance of addressing engagement issues. This study offers insights into improving educational practices and fostering meaningful interactions in virtual learning settings, with implications for broader applications of PLCs across various disciplines.