This article reports research into online learning in a part-time postgraduate programme in clinical education, which is delivered by means of supported online learning. The aim of this study is to obtain insights into the perceptions and experiences of tutors and students regarding the role of the tutor within the context of the online learning environment, and to identify the influence of the tutor on the development of true dialogue in online discussion. A simple model is proposed, which classifies students' expectations of tutor intervention and support into four broad categories, represented graphically as quadrants of a square diagram. This offers a way of differentiating the highly divergent needs and expectations of students within the e-learning context, with regard to tutor input and support. The ever-present challenge for tutors is how to intervene in order to achieve optimum engagement by all participants. The emerging implications of this differential model and possible lessons for practice are discussed. (Contains 3 figures and 1 table.)