As social dynamics, such as the rise of artificial intelligence, reshape our world, interest in programming is surging among professional programmers and individuals from diverse academic backgrounds. In response to the cognitive challenges non-majors face in programming, collaborative learning has emerged as a key pedagogical approach. Accordingly, this study analyzes collaborative experiences in online programming learning and provides implications for learning and learning environment design. Topic modeling and word cloud analysis were conducted on forums and comments where collaborative experiences mainly appear. As a result, it was confirmed that lectures and attendance verification, quizzes and mission verification, question and answer exchanges, and social interaction occur. Moreover, learners who assumed the role of leader in a team showed higher learning participation than general learners. Through these findings, this study highlights the need for systematic community and curriculum design tailored to specific objectives and member role design. It is expected to serve as a reference for designing online programming learning accessible to individuals of all backgrounds.