Page:A Basic Guide to Open Educational Resources.pdf/60

 a substantial ratio of staff course design time to student study time will be inevitable in developing courses. Some of the better courses in more challenging subjects, however, might have ratios of fifty to one hundred hours of design time to one hour of student study time. This has clear implications for courses designed for small numbers of students: they are simply not financially viable if collaborative design processes are to be used.

2. Counselling and Support
 * a. Counselling
 * Provision should be made by distance education providers to advise and help individuals who would otherwise be isolated throughout the learning process, and, in particular, to help them to make choices before enrolling for educational programmes. It should be made easily available through a variety of devices including, most importantly, human intervention.
 * b. Learner support
 * If students are to adapt to the special requirements of guided self-study, they require various forms of support, for example satisfactory access to tutors and facilitators, opportunity to interact with other students, and access to the necessary facilities.
 * c. Provision of adequate administrative support to students
 * This would involve administrative support on a number of levels, including enrolment procedures, payment of fees, delivery of materials, and in keeping channels of communication open. The aim, throughout, should be to keep administrative procedures few and simple.

3. Quality Assurance
 * a. Quality assurance in all learning programmes
 * Several mechanisms need to be established to ensure the quality of learning programmes and their capacity for self-improvement. One of the most critical of these is a mechanism which enables meaningful and reliable feedback from students and tutors into the ongoing performance of the institution.
 * b. Research, evaluation, and development
 * As with all aspects of education, continuing research, evaluation, and development is necessary for the improvement of distance education provision. Distance education providers also need to have effective research as the basis for improving the quality of their performance.

4. Effectively Managed Distance Learning
 * Effectively managing distance education involves establishing performance criteria and targets for the institution, together with mechanisms for publicly and regularly evaluating performance and incorporating lessons learned into