Criteria for assessing learning material for distance education

Abstract

This article proposes eight broad criteria for assessing learning material for distance education institutions such as the University of South Africa (Unisa) where learning material in print format is the main teaching method. To this end, the article analyses and evaluates the major trends in the international and national fields of learning and appraises the main elements of a typical learner profile. The criteria have implications for, inter alia, the accessibility and relevancy of learning material, the language of tuition, the intended outcomes of the learning process, the responsiveness of learning material to societal interests and needs, the quality of learning, race and gender issues, and assessment strategies.


South African Journal of Higher Education Vol.15(1) 2001: 217-224