Since the instructor is not physically present during the distance education learning process, it is important to explain exactly WHAT materials are provided and WHY they are important in the scheme of the course. Indicating relationships between materials helps students develop bridges, see associations, and recognize the relevance of content elements. Without this, instructors run the risk of presenting fragmented information "that appears to the user as a series of discrete rather than coherent information elements," (Oliver, Herrington, Omari, 1996).

How can you provide transitions?  By providing:

•  Clear explanations describing what each file is, what programs are necessary to access it, and how the file fits in with the overall goals of the lesson.
• Comprehensive descriptions with each assignment indicating the relevance to the classroom-based course component and corresponding materials.
• Placement cues directing students to the "next" related assignment, reading, or course document.

This does not mean that each step and learning activity needs to be spelled out for the student. While this may be appropriate for some content-based exercises, advanced concept integration is better served when students are gently directed to a goal. In such cases, "it is more appropriate to guide the students towards expected end-results and let them organize their learning on their own," (Duchastel, 1997).