Sometimes the term independent study is used to denote distance education or, specifically, correspondence education. However, traditional correspondence study does not cover the general meaning of independent study. Also, it does not fit in with the two recent movements of open learning and dialogue pedagogics which are close to the discovery learning model of teaching where great emphasis is placed on the self-directed activity of the student. Correspondence education is better described by means of an educational technology approach which does not consider all individual student wishes. Nevertheless, correspondence education may endeavor to design products of high quality that could be of maximum use to as many students as possible. Applying a modified version of the Gagne model of learning processes to correspondence education, five didactic functions (implicit and explicit learning conditions) should be considered: (1) linking up with previous knowledge and interests, (2) presentation of the material to be learned, (3) guiding and structuring, (4) providing feedback, and (5) arousing attention and strengthening motivation. If the learning conditions of correspondence education are optimized, particularly with respect to the motivating function, this study form may be able to foster future independent learners. (This paper concludes with a discussion of each of the didactic functions.) (EM)