Abstract
University learning increasingly includes online learning experiences embedded within teaching with the dual policy intentions of increasing flexibility and learner engagement. In this research project, three university lecturers from different teaching contexts selected technologies for online learning to enhance learner engagement by encouraging peer learning. A sociocultural view of learning was used to conceptualise the technological and social affordances that might enable student peer participation and engagement. The research explored the question: âWhat are the benefits and barriers experienced by students engaging in online peer collaboration?â Students reported benefits including a sense of belonging that enhanced motivation, and professional identity. This article also reports on some of the challenges for students and University academics when engaging in online learning communities.
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