On Structuring Subject-Matter Presentation in Distance Education

 

 

Introduction

 

Careful consideration and planning of subject matter presentation is essential for nurturing deep learning because of the presentation's impact on students' interaction.  Effective presentation can be the catalyst for deep, meaningful interaction.   Therefore, subject matter presentation plays a vital role in distance education.

 

Discussion

 

Subject matter presentation, along with interaction, is recognized by Holmberg (2005) as a "constituent element of distance education" (p. 48).  He also notes that deep learning can occur when the material is offered in a "conversational style" rather than by passive "dissemination of information" (p. 49).  Holmberg further instructs that this style can inspire students' reflection and their active, meaningful dialogue with the instructor and with fellow students about the material.    

This writer has observed students experience deeper learning as a result of such dialogue.  Students have initiated dialogue inspired by questions or theories posed in the subject matter.  When presented with more challenging questions, they have engaged in rounds of increasingly deeper dialogue with the instructor and with each other. 

Holmberg (2005) advises that organizations must carefully consider the structure of the presentation of the subject matter, as this will further influence students' interaction and hence their level of learning.   He notes that, above all, the sequencing of the course material must be logical so that students are presented with only the subject matter that can benefit them.  Holmberg further recommends presenting the students with only one segment of the material at any given time. 

Organizations can employ different methods or theories when formulating the sequence of the subject matter.  Holmberg (2005) cites the "concentric method" (p. 52) which provides students with small segments of the subject matter, requiring them at each step to combine what they have just learned with what they have previously learned.  He also describes the "elaborative theory" (p. 53) which starts with an overview of all of the segments of the subject matter, then focuses in detail on each segment, and then enlarges and expands the overview as each segment is completed. 

Holmberg (2005) mentions that organizations can choose to provide students with little to no guidance about the sequence of the subject matter.  Students would then be permitted to chart their own course of study.  While Holmberg suggests that this is "a realistic option when subject matter is available online" (p. 54), he cautions that such an approach is not appropriate for all types of learners.  Following Holmberg's theory, all students, perhaps even the more independent learners, should have the opportunity to benefit from the organization's collective expertise that is reflected in the sequencing of the subject matter.        

Finally, Holmberg (2005) explains that careful selection of a medium or a mix of media for presenting the subject matter can further encourage and nurture deep learning in the distance education environment.  Media include print, audio cassettes, radio and television, two-way audio and one-way video.  Holmberg emphasizes that "print, in the form of printed texts, is the most important medium for subject matter presentation in distance education" (p. 61).   Therefore, the organization must be mindful to develop text that will "facilitate learning" (p. 65) and that is in the "conversational style" (thus employing the "empathy approach") (pp. 66).  Holmberg also notes that organizations should be attentive to the appearance and layout of the printed text.  Reiterating the need for empathy in all aspects of distance education, Holmberg stresses that in order to encourage deep, meaningful interaction and resultant deep learning, the selected medium or media must be well received by students.

 

Conclusion

 

It is important to understand and appreciate how subject matter presentation can influence the other important component of distance education, interaction.  The presentation's tone, structure, style, and media can foster meaningful dialogue between instructor and students and among the students.  Active meaningful dialogue can then result in deeper learning.   

 

References

Holmberg, B. (2005).  The Evolution, Principles and Practices of Distance Education.  Oldenburg:  Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS) - Verlag.