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In a standard text on open and distance learning, computer conferencing appears with advantages and disadvantages that rely on the capacity of the conference to &#x0027;facilitate&#x0027; students and staff working together (Mason, 1994). Co-operation or collaboration are seen as unproblematic outcomes of the use of the computer conference. Hiltz noted that collaboration is both technically facilitated and becomes a moral requirement that involves a respecification of the teacher&#x0027;s role (Hiltz and Benbunan-Fich, 1997, p. 1). The outlook that associates collaborative learning with computer conferencing can be found throughout a wide range of literature (Mason and Kaye, 1989; Harasim, 1990; Kaye, 1992; McConnell, 1994; Harasim et al., 1995; O&#x0027;Malley, 1995; Jonassen, 1996)

From the sage on the stage to what exactly? Description and the place of the moderator in co-operative and collaborative learning