Distance teaching is widely recognised as a four-step process that is carefully planned and implemented to support learners who are separated from the teacher in space and often in time. This process is designed to ensure continuity, interaction, and effective learning through well-organised learner support systems and services. Each step is interlinked and focuses on meeting the academic, psychological, and administrative needs of distance learners. The first step of distance teaching involves the analysis of learners and the planning of instruction. At this stage, the characteristics of learners such as their educational background, learning needs, motivation levels, language proficiency, and access to technology are studied. Based on this analysis, learning objectives are framed and suitable instructional strategies are selected. Learner support systems play a vital role here by providing orientation programmes, pre-admission counselling, and study guides that help learners understand course requirements, evaluation methods, and study schedules. Proper planning ensures that instructional materials are learner-friendly and self-explanatory, enabling learners to study independently. The second step is the development of self-instructional learning materials. Since direct face-to-face teaching is limited, distance teaching relies heavily on well-designed learning resources such as