Educational institutions generally go to great lengths to ensure that their learning programmes are based on well-designed curricula and that they are current and relevant to the ever-changing needs of student profiles and the latest learning theories. As an Open and Distance e-Learning (ODeL) Institution, the University of South Africa (Unisa) designs, develops, reproduces and distributes learning materials to is students who are scattered throughout South Africa and in other countries such as Namibia, Fiji, Burundi, Kenya and Australia. At both the former Technikon South Africa (TSA) and the “old Unisa” there were units dedicated to assist academics with the Curricula ion, design and development of study materials. At the “new” Unisa the unit is currently known as the DUTLD (Directorate: university Teaching and Learning Development). The DUTLD has developed a system of designing and developing study materials that ensures a reader-friendly, interactive and learner-centered product. This is achieved by utilising a variety of learning strategies, learner motivation and self-assessment methods built into the courseware, as well as visual elements that make mastery of the content a delightful experience for the student. A growing number of these are fully online courses. The Education Consultants working in DUTLD strive to “take the distance out of distance education” by creating REALs – Rich Environments for Active Learning. The question can now be asked: what should ideally be part of the learning environment of a student at an ODeL institution? Is what we do at DUTLD enough? This paper will explore some of the key components of an environment that supports the distance learning student and will critically reflect on the measure in which DUTLD incorporates these into study materials.
