Learning Networks in the agri-environmental education sector have proven to be a valuable tool for sharing knowledge and building capacity outside formal training processes. During the Covid-19 pandemic, many in-person learning networks transformed into Virtual Learning Networks. Subsequently, it appears that some of these Learning Networks thrive while others die quietly. This paper investigates the elements, functioning and mechanisms of four learning networks in a virtual space to understand what factors contribute to the sustainability of such networks and identify what actions might improve the chances for future success. We drew upon Cultural Historical Activity Theory and developed a contextual profile for each learning network as an activity system. Data was obtained through the use of a Social network mapping tool, WhatsApp Network Group Chat Analysis and interviewed 25 learning network members. The research aimed to understand the functioning, elements and mechanisms of Virtual Learning Networks in order to develop the understandings, approaches and tools necessary to increase the chances of future success for these social knowledge-sharing platforms. The research outcomes reveal that learning networks are affected by factors such as functionality; shared interests; the levels and kinds of activity being shared, the levels of members’ contributions and; their willingness to share. Networks are also subject to challenges including competing interests, distractions, and online fatigue. We conclude that Virtual Learning Networks, at their most dynamic, can be effectively utilised as knowledge-sharing bases. Virtual Learning Networks require continuously engaged and stimulated interactions within an established community of practice to be sustained.