In this scenario, initially there were some very clear instructions were provided by the tutor, however, the choice to then opt out of the developing discussions, may well have had an impact upon the motivation of the participants. Although there was some demonstrable enthusiasm to ‘get going’, students waned in their contributions after a couple of postings and there was a considerable gap in participation between the Monday and the following Friday. The lack of tutor engagement during this time could well have contributed to what has been described as ‘anomie’, “alienation or purposelessness experienced by a person or a class as a result of a lack of standards, values or ideals”. There were a number of opportunities that could have benefited from Anderson et al’s (2001) indicators on facilitating discourse and potentially encouraged more consistent participation. For example, in seeking to reach consensus/understanding, encouraging, acknowledging, or reinforcing student contributions, prompting discussion and assessing the efficacy of the process.