| Sumario: | Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle‐based CAS in Hong Kong that aims to train postgraduate students into teacher‐researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio‐ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research‐based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co‐construction of the knowledge and skills of educational research, although more evidence is needed. Lay Description: What is already known about this topic?: Collective Academic Supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers.Online academic supervision has transformed the traditional, individual supervisory relationship into a collective, participatory process that can capitalise on the strength of CAS.Some teacher candidates failed to engage in the research processes, leading to less positive learning outcomes. What this paper adds?: Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of MEd students in online supervision that took place on a Moodle platform.This study showed that the '3PBL' model of online CAS provided a collaborative learning space to integrate students' learning into social networking and facilitate peers' and supervisors' feedback‐giving.Most students actively engaged in the online discussion. However, the functions of interactions were restricted to proposing questions/problems and providing information or solutions. Analysing and comparing others' contributions which is the foundation of knowledge construction occurred less frequently. Implications for practice and/or policy: The featured Moodle‐based collaborative learning space exemplifies an innovative technological and pedagogical design that can bring students and supervisors together to form a community of sharing and refining research.The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research‐based learning.Collective, personalised and constructive feedback‐giving enhanced by the online platform can enhance student engagement in the process of academic supervision.The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co‐construction of the knowledge and skills of educational research, although more evidence is needed.
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