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This study investigates: what kind of e‐moderation is more effective in the formation of successful web‐based courses, and the essential characteristics of synchronous communication (SC) that have a positive contribution in the formation of successful courses.

The previously mentioned issues investigated a five‐month learning experiment that took place in the context of an e‐learning community consisting of 18 e‐courses dedicated for primary and secondary school teachers. About 59 school teachers participated in this community as trainees, 23 professionals as trainers and two professionals as moderators. In terms of methodology this research can be characterized as a case study. Various data (quantitative and qualitative) were collected from both trainers and trainees regarding the teaching and learning which took place within the context of e‐learning community. These data were quantitatively and qualitatively analyzed.

The analysis of the data shows that: the role of SC is crucial for the formation of successful e‐courses. Four categories of language used that constitute effective SC via chat, applied by an e‐moderator, were identified: social, encouragement, learning and negotiation.

This study contributes in the understanding: that SC is crucial in the formation of successful e‐learning courses, and which are the essential characteristics of SC in order to moderate effectively electronically supported courses.