The roles of tutors and experts in designing online education courses

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Abstract
The aim of this paper is to focus on the roles and the process that characterise the design of online education courses, especially when the online tutors are not real experts in the course content domain and above all when the experts in that content are unable or unwilling to be involved online. In these cases, the tutors have to act as a sort of bridge between the expertise and the single attendee. This problem has been highlighted in an Italian pilot project called Polaris, which studied the use of ICT in in‐service teacher training. On the basis of that experience, this paper seeks to draw some simple guidelines for designers of online courses.