The advent of e-learning in higher education has entailed extensive use of online discussion boards to promote collaborative learning among students; however, the role of instructors as online facilitators is typically ill-defined due to a lack of sufficient standards or guidelines for good practice. In their audit of online discussion forum postings in a nursing program, Phil Clegg and John Heap illustrate how facilitators often failed to provide appropriate guidance, beneficial support, or productive intervention to students engaged in course-related assignments and activities. In addressing what could have been done differently to enhance the learning process, Clegg and Heap provide concrete examples of appropriate intervention strategies in different situations--ranging from more generalized forms of support or encouragement to specific prompts to elicit further debate, critique, and reflection regarding specific course-related issues. Based on their audit, the authors ultimately propose a simple model that facilitators can use to formulate clearer criteria to guide them as they moderate online discussions. Although the authors developed this model to enhance e-learning practice in the nursing program, they note that the model can be easily adapted to suit different pedagogical styles and academic settings.