ABSTRACT

Open and distance learning (ODL) institution should always keep in mind the fact that their learners are separated from lecturers and peers. To emphasize this point Moore (1997) states that separation between distance students and their institution leads to special patterns of learner and teacher behaviour since learning in this kind of environment requires mediation by means of media and technologies (specifically in Chapter 1). This means that management of activities facilities and process in an ODL institution should aim at providing access to its programs, facilities, resources and staff. They should also afford students autonomy to be in control of their learning.
The argument is how then, the University of South Africa (UNISA) as an ODL institution manages its different systems and activities (specifically in Chapters 2).
Literature on what other scholars have published on this topic is in Chapter two. This chapter also discussed how UNISA manages process and activities such as enrolments, fees, assignment, learner support and examinations.
Research design and methodology were discussed in Chapter 3. Chapter 4 dealt with data analysis and interpretation of the results while Chapter 5 presented conclusions and recommendations.