Since 1991, the problem-based learning (PBL) approach has been incorporated into the distance education program culminating in a Bachelor of Building degree from the Faculty of Architecture at the University of Newcastle, Australia. The Newcastle conceptual PBL model for on-campus courses was adapted to the special needs of distance learners. The briefings and lectures that are typically part of the interactive learning process that takes place in on-campus PBL-based courses have been replaced by scenarios and learning units. Learning units, which are designed solely to impart knowledge, are perceived by students as an "informative voice." They are separated by "asides," which offer directions and considerations but do not provide data or technical information. The alternation of learning units and "asides" provides a conversational medium through which the student interacts indirectly. Student feedback regarding the technique of simulated conversational exchange has been extremely positive. Because the technique gives the perception of a plot unfolding, it gives students the sense of direction, purpose, and integration that can so often be lacking in topic-centered distance education courses and thus helps improve distance learners' motivation to complete the course. (MN)