1. Is it indispensable for research in learning and instruction to address the teacher’s activity to be meaningful in educational practice? 2. Judith Claim neutral link to 1 Yes and no. No – because there is also independent learning. Yes – because even the independent learning is organized by the teacher 3. Judith Claim [contribution without content posted and immediately deleted]

4. Judith Comment [contribution posted and immediately deleted] Even if the research does not study the teacher directly, it still should use him or refer to him, isn’t it? 5. Judith Claim support to 2 Even if the research does not study the teacher directly, it still should use him or refer to him, isn’t it? 6. Ahmad Argument [contribution without content posted and immediately deleted] 9a. Judith Argument opposition to 6, 7 and 8 that are contributions without content by then Would someone just write something!!! 7. Rim Comment support to 5 I agree with your opinion Ahmad that the teacher should be a partner 8. Fatima Claim neutral link to 1 In my opinion research should refer to the position of the teacher, no one can overlook him! 10. Judith Claim neutral link to 7 I didn’t understand 11. Rim Argument support to 7 In my opinion, any research on learning and instruction should refer to all the directions, students, teachers, parents, school 12. Judith Comment support to 7 and 8 We all agree. Is it possible? [The content in this contribution appears simultaneously with the content of contribution 13] 13. Fatima Comment support to 5 and 12 I agree with you

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Fatima: the discussion is successful because people express themselves and the moderator is not intrusive

As Fatima read Judith and Rim’s contributions, she thought that the discussion was excellent, not only good at that stage: each of the discussants expresses what she has. For her, this situation is surprising and does not necessitate any moderator. Fatima asserts that the discussion is successful because it does not stop after the first contribution: They [the discussants] forgot that there is no moderator and continue talking onward. When reading Judith’s Turn 12, she understands that Judith wants to serve as themoderator. She does not identify any cynicism in Judith’s intervention (asmeant by Judith). Rather, she interprets this turn as a sincere request to figure out the intentions of the discussants: She [Judith] wanted to take the role of the moderator who tries to understand whether we all are on the same wavelength, whether we agree on the same things or not. In her opinion, this role is not necessary: the discussants are interested in this topic … We want to go on although we have no moderator.

Fatima’s satisfaction is consistent with the opinions she uttered in her interview: for her, discussions contribute to learning by the simple expression of diverse opinions. She expresses her surprise that the discussion goes on without any guidance, since, according to her experience, students do not speak and the role of the teacher is to cause them to speak. Understandably, since students speak, the moderator is unnecessary.

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