ABSTRACT
How is the concept of dialogical learning used in distance-teaching universities? It is in fact used everywhere in the same way with the standard methods, but there are remarkable differences with regard to the degree of application and the amount of time and effort spent. These differences can probably be explained primarily by the divergent cultures for academic learning and teaching, but also by the different con ceptions of what constitutes good university teaching, and by the extent of available resources. On the whole, different effects arising from the following forms of dialogical learning can be found.
