It is often acknowledged that textbooks and other learning and teaching materials (LTM) play a crucial role in raising student achievement and learning quality.

Kinds of Educational Resources

1. Books, Pamphlets. etc. -already published, or specially written.
2. Specially written ‘warp around’ study guide to already published material.
3. Specially written self-teaching text, i.e. ‘tutorials-in-print”.
4. Workbooks for use along with audiotape or videotape, CDT (computer-based teaching), practical work, etc.
5. Self-texts, project guide, notes on accreditation requirements, bibliographies, etc.
6. Maps, charts, photographs, posters, etc.
7. Materials from newspapers, journals, and periodicals.
8. Hand-written materials passed between learners and tutors

Instructional Materials

Obtaining and assigning instructional resources required to support student learning and educational program development falls within the purview of administrative leadership. The utilization of instructional materials therefore suggests that students are studying independently from the author, who, in creating the materials, is demonstrating that students have the freedom to pursue their education at their own pace, location, and style—possibly the greatest benefit of all and the driving force behind the creation of the instructional materials.

Objectives of Instruction

Course goals can be changed for liberal purposes, to adapt the curriculum to the demands of the organization, or individual students’ varying aptitudes (the product perspective of education). (Pages 7–8 of Romiszowski, 1989). The ‘front line’ function that self-instructional teaching materials play in the learning process is thus illustrated in the figure:

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The three main categories of resources utilized in individualized learning are textual materials, video materials, and computer-based materials (Ellington 1993, p. 91). The fact that the remote learning system is individualized has already been confirmed. The majority of remote learning programs worldwide, in both Western and Eastern nations, are print-based and most likely always will be. Effective remote learning programs are always based on carefully thought out, learner-centered, self-instructional “print” materials. Hodgson (1993), page 14. The question of what the printed and replicated documents are truly now emerges. All textual and greasy materials that may be produced in bulk using a copying or printing machine are included in this set of resources for use by instructors, students, and trainees.” These materials are currently among the most fundamental and extensively utilized instructional resources accessible, with facilities for their creation found in almost all formal and informal educational settings (Ellington, 1987. P, 17).

Thus, from the perspective of all teaching and learning systems, print is the more intellectually stimulating media than television, which, in contrast, promotes passivity, mindlessness, and a lack of creativity in learners (Greenfield, 1984). Print is a highly powerful medium for developing and gaining these abilities, as a large deal of education is undoubtedly involved with factual learning, the knowledge of generalized or abstract ideas, and logical argumentation.

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