Part I of the book explores some of the critical issues in open distance learning (ODL). The first chapter gives a historical overview of this mode of teaching and learning, curriculum design and also examines ODL in the global context. In chapter 2, Ndileleni Mudzielwana first introduces the ODL system and then focuses on student support services (SSS) and key ODL challenges and solutions. In chapter 3, Gerda Ferreira traces the background of ODL from correspondence to distance education (DE) and highlights the fact that correspondence was weak as far as student support was concerned. She then moves to ODL, where the University of South Africa (Unisa) is currently positioning itself. ODL is portrayed as an environment of interaction and information flow through multimedia, rather than the previously isolated method of study. For instance, the myUnisa and myLife email facilities are ways of facilitating learner support. Chapter 4, written by Willa Louw, presents procedures and principles of curriculum design in ODL, encompassing the Directorate: Curriculum and Learning Development (DCLD) at Unisa, students and academics. In order to include the ‘voices of students’ in curriculum design for ODL, she refers to the theory of constructivism and rich environments for active learning (REALs). Louw argues that collaboration between DCLD and academic departments can enhance both study guides and the use of technologies for communication between students and lecturers.

Taking an essential pedagogic approach, in chapter 5, Matlakalana Tshesane interrogates the principles of designing multiple-choice questions (MCQs) in assessment. This chapter documents success in the gradual ‘buy-in’ of academics and their realisation of the capabilities of MCQs in assessing higher-order skills and the benefits of collaborating with DCLD. The last two chapters under the theme of critical issues in ODL focus on some of the socio-cultural, socio-economic and political factors in higher education. In chapter 6, Azwinndini Tshivhase recounts a debate on the policy context in South Africa. He discusses the post-1994 transformation of the higher education system and then outlines key policy developments and gaps in ODL policy formulation and implementation. His focus is on teaching, learning and quality control in ODL institutions. The thrust of his argument is that more still has to be done, although he highlights some of the benefits of ODL in terms of access to education, cost factors and the importance of ODL overall.