M.Ed. / The dramatic increase in adult-learners coupled with pragmatic factors such as increasingly more expensive contact time, the rationalization of lecturers at a tertiary level, rapid expansion of knowledge as well as technological, economic and socia-political factors, have made the variant of distance-learning programmes a more preferable and popular option. However, it would seem that there is a shortage of lecturers who can succesfully integrate the combination of contact and distance education in their educational approach. It is therefore essential to train lecturers involved in adult-learning in the practice of adult-training by means of distance education. In this research, selfstudy modules were investigated. The aim of this study which forms part of a team project of six papers, was focused on the development of lecturers in compiling purposeful study guides for adult-learners. The changing role of the lecturer, which entails that he/she is expected to act as the manager of the learning activities of his/her learners, was examined. The characteristics of the adult-learner were subsequently discussed. In this regard, learning ability, experience, learning-readiness and self-concept were considered most important. The method of designing purposeful study guides was set out on the basis of a literature study. It became evident that the study guide should be designed in such a way that it would promote a problem-solving approach in adult-learners. It was also emphasized that the aim of a self-study module is not to expect adultlearners to cope on their own, but rather to create an opportunity for these learners to develop their potential. Consequently, the importance of the formulation of learning objectives for each module was discussed since well formulated learning objectives direct the study activities of learners and motivate them with regard to selfdirected learning. Attention was paid to self-study modules which consist of various components, including an introduction, aims, learning objectives, a rationale, learning content and self-evaluation tests with answers. Together, these components form an integrated unit of a self-study module, it is of crucial importance that the lecturer should know his/her target group in order to plan the learning activities effectively. It was also pointed out that the lecturer should evaluate the modules on a continuous basis. The formative evaluation process was indicated as an effective method of evaluating a self-study module. Subsequently, a self-study module was devised in order to guide lecturers to design purposeful study guides. Relevant examples which could be used as a framework for self-evaluation answers, were offered to lecturers on a continuous basis to enable them to constantly monitor their progress. In conclusion, the study was summarized and the primary findings were recorded. The most significant finding was that purposeful, structured study guides are an essential component of any training programme. The importance of training lecturers to design self-study modules to ensure that meaningful self-directed learning can take place, was emphasized.