Karacan, Cemil GökhanBekereci?-Şahin, Melike2026-01-312026-01-312025https://doi.org/10.37237/202404https://hdl.handle.net/20.500.12662/10555This qualitative study explores pre-service language teachers’ experiences in a collaborative synchronous online course in language teacher education program in Turkey. A course was designed to equip pre-service language teachers of English with the skills and knowledge necessary to effectively incorporate technology into their teaching and self-learning practices. Adopting a generic qualitative inquiry design, data were collected over 14 weeks from 63 pre-service EFL teachers through weekly reflection papers, online surveys, and face-to-face follow-up semi-structured interviews. The study found that technology-enhanced collaborative online course had a positive influence on participants’ engagement, interaction, and professional development with participants perceiving the course experience positively. The findings suggest that collaborative online courses, when they are effectively taught, can be a valuable professional development opportunity in initial language teacher education programs. © 2025 Kanda University of International Studies. All rights reserved.eninfo:eu-repo/semantics/openAccesscollaborative synchronous online courseonline learning environmentsprofessional developmentvirtual learning environmentsArticle10.37237/2024042-s2.0-1050178988595033Q247716