6 ATheory of Teaching-Learning Conversations Bérje Holmberg FernUniversitat, Germany My approach to distance education. describing its most effective application as a teaching-learn- ing conversation—first tentatively mentioned in a monograph (Holmberg. 1960), and later (Holm- berg, 1985; 1995) developed into a theory generating testable hypotheses—is based on the very general observation that feelings of empathy and personal relations betwcen Icarner and teacher support motivation for learning and tend to improve the results of learning. This is something of a truism, something constantly experienced in teaching-learning situations irrespective of histor ical, politicat, and sociocultural contexts. As this general insight is not consistently applied to dis- tance education, there seems to be good reason to look into its particular appropriateness in this kind of education, Its relation to Moore's and Peters’ understandings of distance education is discussed in the last section of this contribution (o the theory debate (cf. Moore, 1983: Moore & Kearsley, 2005; Peters, 1973, 1989, 1998). The latest wording of ay theory, given in my book (Holmberg, 2005), is this: Distance education is based on deep learning as an individual activity. Learning is guided and supported by non-contiguous means which activate students, that is, by mediated communica- tion, usually based on pre-produced courses. The development of courses may apply large-scale methods and may also be carried out for small groups of students. Subject-matter presentation and mediated iateraction are the two constituent components of distance education, for which a supporting orpanisation is responsible, As individual study requires a certain amount of maturity, self-discipline, and independence, distance education can be an application of independent learning at the same time as it is apt to further develop study autonomy, Central to the learning and teaching in distance education are personal relations, study pleasure, and empathy between students and those representing the supporting organisation. {Tn some online leerning. loday a populat application of distance education, these two elements merge, Cf, Thorze, 2002, p. 106. 6970 HOLMBERG Feelings of empathy and belonging promote students’ motivation to learn and influence the learning favorably, Such feelings can be developed in the learning process independently of any face-to-face contact with tutors. They arc conveyed by students” being engaged in decision making: by lucid, problem-oriented, conversation-like presentations of learning mater that may be anchored in existing knowledge; by friendly, un-delayed, non-contiguous interaction between students and tutors, counselors, and other staff in the supporting organization; and by liberal organizational-administrative structures and processes. It should be stressed that what is meant by conversation-like presentations applies to medi- ated, usually printed texts or texts provided by computer. This theory includes both elements of understanding and explanation (Verstehen and Erkdren in Dilthey’s sense; cf. Bollnow, 1967). T thus regard empathy and personal relations between the parties involved in the teaching- learning process as central to distance education. These feelings are brought about by real and simulated dialogue. Real dialogue occurs in distance education in interaction in writing, on the telephone, by computer, and so forth, based on students’ assignments and in spontaneous ques- tions and answers, comments, and suggestions, whereas simulated dialogue is created by a con- versational way of course writing. This thinking is based on the following postulates: 1, Feelings of a personal relation between the learning and teaching parties promote study, pleasure, and motivation. 2. Such feelings can be fostered on the one hand by well-developed self-instructional material, and on the other hand by interaction. 3. Intellectual pleasure and study motivation are favorable to the attainment of study goais end. the use of proper study processes and methods, 4. The atmosphere, language, and conventions of friendly conversation favor feelings of per- sonal relations according to postulate 1. 5. Messages given and received in conversational form are easily understood and remembered. The conversation concept can be successfully applied to distance education and the media available to it. These six postulates attempt to describe a reality that gives rise to the idea of a kind of sim- ulated conversation brought about by course texts being written not as neutral handbook pieces, but as personal communications to students including explicit advice and suggestions as to what to do and what to avoid; clear statements about what is particularly important: relevant references to what the student has already learned; reasons for stressing certain points, and so forth. The course text may say, simulating a conversation, “This is tricky. You may well draw the conclu- sion that... , but look out, Tn course unit x we discussed . . . and then found that. .. . Consider this and ask yourself...” Suggestions like this belong to study guides at an advanced level when the basic content of the study is found in scholarly literature or handbooks, but can well be part of self-contained courses at Jower levels that cover the whole of the Jearning matter. This personal, conversation-like way of writing attempts to involve the student emotionally, to make him or her develop a feeling of belonging, to encourage him or her to ask questions and com- ment, The empathy-encouraging presentation must then be followed up by real interaction, that is, in tutor comments on submitted assignments and other contacts between students and tutors. This és what J call the empathy approach to distance education, For a long time I referred to this thinking as a theory of didactic conversation, which I regret as to many (most?) speakers of English the adjective didactic indicates an authoritative approach. laying down what applies in an authoritarian way. which is opposed in nature and tendency to6. ATHEORY OF TEACHING-LEARNING CONVERSATIONS — 71 the examination by argument that conversation represents. [ owe this insight primarily to Helen Lentell (1997}, whose contribution | commented on in Holmberg (1999). HYPOTHESES SUGGESTED As L believed {and believe) in the possibility of lesting this thinking in the way Karl Popper (1980) and his school of critical rationalists test theories —that is, by trying to prove hypotheses derived from it wrong, falsifying them—I specified a number of such explicit, testable hypotheses. In Holmberg (1995), | worded seven hypotheses on distance learning, thirteen an distance teach- ing, and seven on the organization and administration of distance education. Sclf-evident examples of testable hypotheses immediately derived from the theory by its characteristics being specified are + Pre-produced courses characterized by a conversational style with invitations to an exchange of views and with attempts to involve the students emotionally are favorable to. Jearning and goal attainment. + Extensive, friendly, helpful, and cooperative tutor comments on submitted assignments can- tribute to emotional involvement and to study success, * Feelings of rapport with tutors and the supporting organization—that is, emotional involve- Tment—support study motivation and promote study pleasure. + Intellectual pleasure favors dcop learning, the use of problem-oriented study processes, the attainment of study goals, and the development of study independence. * Participation in goal considerations and planning encourages personal commitment to learning and the attainment of study goals. * Personal (not necessarily or primarily contiguous) contacts with tutors and other represen- atives of the supporting organization promote emotional involvement. * Dialogue end emotional involvement facilitate learning and make for study success. On the testability and testing of these and other general hypotheses derived fromm the theory (see Holmberg, 1995, pp. 176-180), all can be expressed as if... then or the... the propositions. HYPOTHESES TESTED AS PART OF THE STUDY OF THE EMPATHY APPROACH The gist of the theory was for the purpose of testing summarized in four overarching hypothe- se8, Viz.g 1. The stronger the characteristics of a teaching-learning conversation, the stronger the stu- donts’ feelings of personal relationship between thern und the supporting organization. 2. The stronger the students’ feelings that the supporting organization is eager to make the Jearning matter personally relevant to them, the greater their personal involvement. 3. The stronger the students’ feelings of personal relations with the supporting organization and of being personally involved with the learning matter. the stronger the motivation and the more effective the fearning. 4, The more independent and scholarly experienced the students, the less relevant the char- acteristics of teaching-learning conversations.