Börje Holmberg developed the theory of guided didactic conversation to address issues with distance education. The theory focuses on building dialogue and interaction between students and teachers to foster empathy, motivation to learn, and a sense of belonging. This is achieved through simulated communication and a conversational presentation of course materials. Holmberg later broadened the theory to emphasize that distance education promotes student independence and life-long learning through various modes of instruction and industrialized delivery methods.

1. Börje Holmberg
Theory of Interaction and Communication
Deborah Devlin
Frostburg State University
Fall 2014

2. Guided didactic conversation (1985)
A Remedy For Separation
•Building dialog in distance education
•Communication is central to learning
•Empathy-based conversation
•Enable interaction via simulated communication
•Foster motivation to learn by building rapport
•Didactic (teacher-centered instruction)

3. Interaction
Mediated Communication
Exchange of ideas
questions
answers
argument
Exchange of ideas
questions
answers
argument
Mediated Communication
Perception of cooperation
Perception of cooperation
Feelings of belonging
Feelings of belonging
Guided didactic conversation (1985)
Mediated Communication
Participation in decision making
Effective Teaching
Student
Learning

4. Guided didactic conversation (1985)
Motivated Learners
Learning Pleasure
Ease of Access
Teacher Empathy
Simulated interaction

5. Holmberg broadens theory (1995)
Distance Education:
•takes place via noncontiguous communication
•offers access for heterogeneous learners;
•promotes students’ independence (choice);
•offers benefits to society;
•is an instrument for life-long learning;
•supports nearly all types of learning

6. Holmberg broadens theory (1995)
Distance Education:
•guides learning by didactic instruction
•is open to many modes of learning
•contains some element of industrialization
•mechanical devices, electronic processing,
•mass communication, preproduced courses

7. Holmberg broadens theory (1995)
Characteristics central to distance education
•personal relations, pleasure of study
•empathy between all parties involved
•sense of belonging => motivation to learn
•students involved in decision making
•conversation-like presentation of material
•friendly noncontiguous interaction
•liberal administrative structures/processes

8. References
Simonson, M. , Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.
Birochi, R. & Pozzebon, M. (2011). Theorizing in Distance Education: The critical quest for conceptual foundations. Journal of Online Learning and Teaching, 7(4). Retrieved from http://jolt.merlot.org/vol7no4/birochi_1211.htm