Summary

Online discussions have the potential to provide a rich teaching and learning environment in an interactive, flexible and effective way. As Hootstein contends (2002), the effectiveness and success of online learning and teaching is dependent on the role facilitators play in these online discussions. The purpose of this research was to use a case study to investigate the role facilitators fulfil and to determine students ’ perceptions of the role of lecturers as facilitators in online discussions, in order to guide lecturers in utilising and managing online discussions optimally. Data were collected from the following two sources: (1) online postings from students and lecturers, and (2) questionnaires completed by students. The findings indicated that lecturers did in fact play a specific role in the online discussions. Also, from the questionnaires it is clear that students have definite perceptions of what the role of the lecturer as facilitator should be. These perceptions should remind us that adult distance education is not a free-floating form of self-instruction, but that it operates within certain boundaries that should be carefully managed by other human beings (Hult et al 2005). This paper presents the findings of the research and discusses the issues involved in the study