Printed materials have been the major type of learning mode employed by most universities. However, within the context of providing open learning resources for the students, other universities have also shown increasing research and development activities associated with technology-oriented learning resources in the form of Open Educational Resources. This paper reports on a series of stages of designing, developing and evaluating online translation learning resources. To achieve the objectives, two models of research are adopted − Research and Development model and Web-Based Instructional Design/WBID model. In terms of methodology, the development of the web-based learning resources goes through several major stages: (1) analysis stage aiming to study the outcomes, context, learners, instructional content, instructional design, and the use of educational technology; (2) evaluation planning stage examining related aspects (i.e. effectiveness, efficiency, appeal, usability); (3) concurrent design stage involving the design, development, formative evaluation, and initial implementation; (4) full implementation stage. This research adopts mixed methods − qualitative and quantitative methods. As for data collection, a number of techniques are used (i.e. in-depth interviews with content experts, instructional designers and media experts, and surveys (online/written questionnaire), observation involving the users (i.e. students and tutors), assessment instruments, as well as a documentation study of the existing printed translation learning resources. A critical analysis of these is¬sues is followed by a crucial discussion. The paper concludes with an assertive view that a combination of the two (i.e. web-based learning resources and online tutorial packages) would not only create greater access to open learning sources for the students but will also improve higher quality of learning resources
