Melton, Reginald F. (2002). Planning and developing open and distance learning: A quality assurance approach. Reviewed by Cheri A. Toledo, Illinois State University

	Melton, Reginald F. (2002). Planning and developing open and distance learning: A quality assurance approach. London: RoutledgeFalmer x + 223 pp. $28.95     ISBN 0-415-254481-7 Reviewed by Cheri A. Toledo Illinois State University July 7, 2004 Melton, the resident expert on open and distance learning (ODL) at the renowned Open University in London, provides a how-to for those venturing into ODL or a help for those already involved in ODL. The author states, “The whole book is … about the building of quality assurance into the development process” (p. 2). To this end, the first half of the book addresses design, while the second half focuses on procedures that will enable the fulfillment of the determined ODL specifications. The author stipulates that these principles can be applied to non-ODL learning environments, especially for the development of teaching materials and student support systems. The book is divided into four parts: Aims of open and distance learning, Characteristics of ODL, The development of materials and systems, and Institutional support. Aims of open and distance learning provides an introduction to ODL and a discussion about the goals of different approaches to ODL in order to provide a foundation from which users will be able to find the best fit for their specific needs. Melton deals with opening access to students, responding to student needs, the design of self-study materials, cost-effectiveness, and the quality of materials and systems used. The chapter concludes with a list of the categories, showing what can be achieved through ODL. In Part 2, Characteristics of ODL, Melton provides the reader with a synopsis of possible self-study materials, usages of media, and student support methods. In Chapter 2, Melton describes enrolling in a course, the broad characteristics of courses, and the types of parameters that need to be defined, including materials development. Chapter 3 is devoted to the design of materials for self-study. Throughout the chapter he provides visual examples of actual ODL courses. In Chapter 4 the use of media is presented. Scenarios provide the reader with an awareness of how media can be used in ODL. Then traditional and high technology media are discussed and a methodology for media selection decisions is given. The last chapter in Part 2 involves a detailed discussion of student support systems. Melton discusses four types of support: individualized, group-based, counseling, and center-based. The last section in this chapter is provided to assist the reader in selecting appropriate student support systems. In Part 3, the author provides principles for the developing materials and focuses heavily on quality assurance. Assuming that the reader has a good grasp on the information from the first two sections, Melton presents a detailed description of the course development process, focusing on both materials and systems. Chapter 6 provides typical principles upon which development builds: translating your vision of what students need into reality, ensuring the quality of the ultimate products, and support creative thinking and a meaningful exchange of ideas. Chapter 7 details the first stage in the development process: developing a framework for the course, materials and systems, and assessment strategies. In Chapter 8, Melton discusses developing course outlines, unit outlines, study guides, study materials and editing and layout. Chapter 9, Collecting data for quality assurance and quality control, Melton suggests specific methods for including quality assurance and control in the development process by collecting data during the first stage, subsequent stages, and during the course presentation. In the last section, Institutional support, Melton encourages the reader to carefully consider the level of support needed from the institution to see ODL goals fulfilled. He acknowledges the need for varied levels of support in order for ODL to be successful and meet its distributed learning goals. Melton provides justification for the development of an ODL program: main advantages of ODL, key issues, and levels of required institutional support. He continues by presenting a checklist for quality assurance procedures. He predicts that readers will be preparing a proposal for the purpose of developing an ODL program and that principles in this book will prepare them for that task and the actual development of the program. Melton has provided a practical guide for setting up self-study courses, targeting students, expanding the student base, and ensuring cost-effectiveness while maintaining quality. His examples and case studies enhance the principles of planning and developing ODL courses – thus meeting the goals for the publication. While the presentation of these principles are transferable to many educational settings, the focus on self-study, much like the historical independent correspondence school model, does not address the collaborative and social process model which permeates current distance learning literature. Though this one important element of distance learning is not addressed, all that is offered is insightful, practical, and beneficial for developing and maintaining ODL systems. About the Reviewer Cheri A. Toledo, is an assistant professor of Curriculum and Instruction at Illinois State University, Normal, Illinois. She is the Co-Coordinator of the Instructional Technology and Design master’s program, teaching both undergraduate and graduate courses. Dr. Toledo’s current research interests involve asynchronous learning networks, online faculty mentoring, and the integration of technology into teacher education curriculum.