Since 2002 the learning management system Fronter has been available at the ”gymnasiums” of Funen. The system is designed to support online education, but since the students at the Danish gymnasiums live within relatively short distances from each other they do not have to meet online to cooperate about school exercises or other kind of homework. Despite that, the use of the system is increasingly growing according to the use of disk-space. The purpose of this project is therefore to study the learning potential of the virtual platform, to see how it supports the building of knowledge for students and teachers and analyse it with respect to different theories of learning. I consider the learning theory of systems according to Niklas Luhmann and Lars Qvortrup, combined with Mikhail Bakhtins theory of the learning potential of the dialogue and Lave & Wengers theory of communities of practice. Since the purpose of the empirical investigation is to discover the “good stories” about the use of the digital system I decided to do qualitative focus group interviews inspired by the method “appreciative inquiry”, which is a method for organisational development focusing on bringen the best of the past into the future. This method is combined with a quantitative survey for both students and teachers. The investigation revealed that the primary potential of the digital platform is to make structure and awareness of the curriculum for teachers as well as students, in other words reduction of complexity, primarily by sharing documents. But the platform also has a lot of funcionality for dialog and collaboration, for making courses and tests, but even though it does not generally serve as a medium for dialog between the students or medium for practising or testing the skills of students. The platform is not systematically integrated in the community of practice of the teachers even though it has the potential to share knowledge and make cooperation more flexible.