The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions

This article examines a professional online learning community developed within the Council of Europe's Pestalozzi Programme, gathering educators from 50 European countries, engaged in the practice of education for democracy. It argues that conversational approaches sustain peer learning with unique practices in the field of continued professional development. The data consists of transcripts of asynchronous discussions analysed by quantitative measures and thematic analysis. Results identified patterns of interaction, and factors that support – or impede – co-construction of knowledge. They suggest that regulation of controversy and emotional engagement is key because of its effect on pace, cohesion, and strong ties between participants.