Abstract
With the current proliferation of web-based open and distance learning courses, the ability to tutor effectively online is a skill which is now essential for many lecturers to acquire. Becoming an accomplished online tutor, however, involves more than simply following the guidelines laid down by established practitioners. The diverse factors which can influence course outcomes are becoming increasingly complex, especially in the transnational context. The two contrasting case studies described here, one a web-based Masters programme in Lifelong Learning, and the other an online work-based course for European trade union educators, illustrate some of these factors. The paper will present one tutor's reflections on moderating these similarly structured courses, along with an examination of the factors which may have contributed to the contrasting results.
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