ABSTRACT
The structures and practices of open and distance education systems have used conventional resources. It is, therefore, reasonable to assume that there would be convergence in the educational provisions in the two systems. However, the evolution of open and distance learning (ODL) systems has been such that their requirements and functioning vastly differ from those of conventional institutions. The most important difference is in the substitution of the conventional teacher by self-instructional study materials. ‘Building the teacher into the text’ demands considerable effort in the design of an innovative curriculum and development of quality materials (Sparkes, 1993). This is facilitated by multiple channels of learning through print-based self-learning materials (SLMs) and electronic media (audio and video, teleconferencing, interactive radio, television, CD-ROMs, computer-mediated learning, WWW/Internet). Moreover, for the success and growth of ODL systems, learner satisfaction is crucial. This necessitates the production and distribution of materials to a timetable and the availability of mechanisms for learner support in a manner that facilitates the pacing of individualized learning. As such, the production and distribution of materials are two distinct processes, and we propose to discuss these separately. But they are so closely connected that their policy decisions are mutually inclusive and one has quite often to refer to the linkages and effects of the policy formulations of one on the other. For this reason, many open universities position these operations within a materials production and distribution division.
