There are many ways to classify the competencies of online tutors. This paper investigates an innovative classification schema of online tutor competency based on an analysis of the current literature, with particular reference to the work of several selected authors. This schema has been developed to investigate the role these competencies play within the online learning environment. The study focusses on the instructional and guidance roles of online tutors rather than the roles of course coordinators or developers of instructional material. Competencies is a term used throughout the literature to describe many different descriptors of tutors and their actions. Berge (1995) calls them behavioural recommendations, while Cyrs (1997) calls them skills and strategies. Furst-Bowe (1996) use competencies to describe knowledge, skills, and abilities, which is opposed to Schoenfeld-Tacher & Persichette (2000) who separate skills from competencies that include knowledge, character traits, abilities and strategies.
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