Professions related to digital education are at different stages of maturity in terms of scientific knowledge gathered. A lot has been written on tutors for instance whereas literature on the distance learning coordinator (DLC) is more dispersed. The different dimensions this role can entail and competences expected to practice it are partly described in the literature. The purpose of this article is to discuss the research dimension of the DLC by analyzing the work of one of them during 15 years in an academic setting. This is done from a perspective halfway between the position of a reflexive practitioner and a scholar practitioner (Bédard, 2014). By revisiting the different scientific achievements catalyzed by the DLC, this paper offers the opportunity to document the research dimension of the DLC. Findings suggest similarities between the DLC and the DBR researcher with regards to expertise and knowledge brokering. Further in-depth research to thoroughly document the variation of dimensions and competences of the DLC in view of a social and professional recognition of this role is suggested.