Borje Holmberg presented a theory of teaching-learning conversations in distance education that emphasizes empathy and personal relations. According to the theory, feelings of empathy and connectedness between learner and teacher promoted by well-developed self-instructional materials in a conversational style and personalized feedback can improve learning outcomes, study pleasure, and motivation. The theory was favorably reviewed for underestimating teaching-learning conversations but also received criticism that it cannot be universally applied and may not conclusively prove causes of learning.

1. A Theory of Teaching-Learning
Conversations by Borje Holmberg
PRESENTED BY LYNNE NIELSEN
AND
WENDY WOODFIELD
NOVEMBER 7, 2011

2. Empathy Approach to Distance Education
 Empathy and personal relations is central to distance
education.
 Feelings of empathy and connectedness between
learner and teacher
 Promote study and pleasure in learning
 Tends to improve the results of learning
 Support motivation for learning
 These feelings can be fostered by
 well-developed self-instructional materials presented in a
conversational style
 more personal and specific feedback from teachers and the
supporting organization

3. Critical analysis of Holmberg’s theory
 Favorable review
 Mitchell, 1992: Underestimated the importance of teaching-
learning conversations
 Unfavorable reviews
 Rumble, 1992: Cannot be applied everywhere and under all
circumstances; cannot conclude cause-effect in the learning
process; unlikely to be conclusively falsifiable
 Peters, 1998: Complicated academic texts cannot be written in
a personal, conversational style.
 Holmberg’s response
 Personal approach refers to study guides that are textbook
supplements

4. Books by Borje Holmberg
 http://www.goodreads.com/author/show/54268.Bo
rje_Holmberg?auto_login_attempted=true