Steve Kerby
OMDE 601
March 3, 2003
STUDENT INDEPENDENCE AND THE EMPATHY APPROACH 

Since one of the primary traits of Distance Education is that the learner is in some way separated from the teacher, student independence is a central component not only to the way DE happens, but also to the success of the DE student. There are at least three types of independence that distance educators should be concerned about.

1. INDEPENDENCE AS MOTIVATION

Holmberg  (2001) describes one type of student independence as “the capacity individually to carry through study tasks” (p. 75).   To be sure, with so much competing for the student’s time, a successful DE student is always going to need motivation to complete tasks, turn in assignments, and remain in a DE program. 

2. INDEPENDENCE AS ABILITY TO DISCERN AND CREATE

Holmberg  also describes another type of independence as that which “requires each student to judge learning material and other sources in relation to the aims of the study, to select relevant matter, compare items and arguments, analyze and synthesize” (p.75). This type of independence is especially important to the student who is learning in the context of virtual communities and the information age. 

In early DE, one of the primary goals was to get information to the students.  Many schools actually functioned as publishers, printing material and mailing it out to students.  Students often had to wait for information. In today’s information age, that is no longer the case. Information is everywhere.  As a matter of fact, information defines the very landscape where learning is taking place. What is needed more than ever is the type of student independence where the student develops the ability to select, compare, analyze, and synthesize information.  

3. INDEPENDENCE AS ALIENATION

No matter how connected we are in today’s networked communities, the individual still stands alone, existentially separate from the learning institution and/or instructor. This brings up a third type of independence--independence as distance, or independence as alienation.   

EMPATHY APPROACH 

Holmberg (2001) reports how various experts have addressed this issue of independence as distance, but his own strategy is the “empathy approach,” which is, essentially, the theory that motivation can be nurtured, independent thinking be encouraged, and alienation overcome by teaching through conversation.  

Holmberg has put his theory to work in Module 2 of OMDE 601 taught at University of Maryland University College in spring 2003.

SUMMARY 

Student independence in DE is a given.  It is part of the very nature and definition of DE. Holberg’s empathy approach is one theory of distance education that addresses all three types of student independence in a positive way and helps to overcome some of the disadvantages a student learning at a distance might have. 

REFERENCES
Holmberg, B. (2001). Distance education in essence. Oldenberg. BIS.

ADDITIONAL WORK CONSULTED
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.