Abstract
This study examined Master's in Reading Education students' learning experiences and preferences in an online two-course sequence designed to foster social learning and the application of knowledge through teacher action research. Interviews, discussion forum posts, and end-of-year course effectiveness surveys served as data sources. When sharing course aspects that facilitated learning, students most frequently referred to (a) synchronous and asynchronous interactions and collaboration with classmates and the instructor and (b) authentic assignments that built on one another, aiding the successful completion of action research projects that were relevant to their current interests and teaching contexts. The strength in online course effectiveness was in communication and collaboration, shared feelings of membership in the online learning community, and the authenticity of assignments and course activities.
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