ABSTRACT
Open and distance learning (ODL) is characterised by a more diverse range of practices than ever before. Some of the traditional print and correspondence models are still viable and in use, while we have also developed the most advanced on-line environments to complement the more interactive technologies of CD-ROM and the web. ODL feels like a radically different experience for those practitioners who can look back from the most advanced technologies of today, to review what we were doing twenty or so years ago (Cochrane, 2000).
