This paper reports on findings from a study that examined students' online asynchronous discussions in five online courses on qualitative research methods. Online asynchronous discussion data from 22 students in 5 courses over a period of two years were analyzed iteratively, revealing two themes: (1) patterns of writing in students' posts that both softened authoritative speech and encouraged continued conversation and (2) expressions of authority and vulnerability embedded in students' posts in relation to knowledge construction. Postings included proportionately similar patterns of authoritative and vulnerable language from week to week. Findings align with other studies of online discussions, in that much agreement, complimenting and supportive talk and few direct challenges were observed in the data. Findings contribute to literature on teaching qualitative methods by adding to what is known about how technology mediates delivery of coursework in the teaching of qualitative research methods. Understanding how qualitative researchers learn to conduct research in online contexts is essential for instructors of qualitative research methodology using online course delivery to prepare future researchers to develop innovative methods and conduct significant research.