The purpose of this study is to identify the role of tutors and their required role in making learner-oriented learning active in K-MOOC. Unlike e-learning, K-MOOC has a learning form in which learners themselves conduct leading learning, so interactions between professors, tutors and learners should be considered simultaneously, and the role of tutors supporting the activities of professors and learners is very important. The Delphi survey was selected as K-MOOC tutors, development professor and administrative staff. Delphi investigations were conducted over a total of three times, and after the first and second Delphi investigations, the detailed roles were modified after pilot tests of one tutor with similar experience to those of two content experts. The research result shows that the role of the operating institute to promote learning in K-MOOC was selected as ‘Learning Guide and Learning Overview before the Opening, Forwarding Learning Objectives, Discussion and Task Management and Evaluation, Course Monitoring and Course Feedback’, and ‘Leader to Increase Participation in the Course Facilitator Role, E-mail Schedule, and E-Mail Communication Participation’. In the role of the education administration, a total of 12 detailed roles were calculated for ‘system problem delivery to school staff, difficulties in the learning process are regularly reviewed, difficulties of uploading notices, guiding the issuance of certificates after termination, and monitoring progress rates or grades’. In this study, the role indicators of the operating station are presented specifically, allowing K-MOOC personnel to clearly demonstrate to K-MOOC tutors what role they should perform as a tutor. It will also serve as a new awareness of the role and importance of tutors in the learner-driven K-MOOC learning environment.