In this article we report research on the culminating seminar of an all-course Master of Education program. The seminar, a credit course, required students to construct and disseminate knowledge through an iterative process of critical dialogue and collegial critique. The research question was: Does this research seminar facilitate knowledge construction and dissemination? Our findings confirm that students constructed knowledge through interaction during web conferences. They created new understandings while drawing on previous and current personal and professional experiences and knowledge, and engaged in meaningful dissemination activities in their schools and communities.