The phrase "access to learning material" is correct and usable in written English.
You can use it when discussing the availability or provision of educational resources for students or learners.
Example: "The school ensures that every student has access to learning material, including textbooks and online resources."
Alternatives: "availability of educational resources" or "access to educational content".
However, access to learning materials and know-how used in industrial practice is very limited.
In Ethiopia, the two newer schools struggle with inadequate budgets, poor Internet connections, and limited access to learning materials for the growing student body.
Regular meetings among teaching staff, supporting teaching staff by providing timely access to learning materials and ensuring all the teaching staff are presented as a cohesive team are all important.
Support to health, education and water and sanitation sectors, for example, has ensured that millions of children around the country have access to essential and life-saving drugs, access to learning materials and textbooks and access to clean water, greatly reducing children's vulnerability to water borne diseases.
Features such as the functionality to incorporate multimedia, to present knowledge in a setting similar to that in which it will be used [ 2], to provide access to learning materials in a time and place convenient for the learner [ 3], and to provide interactive feedback critical for self-assessment [ 4] should be considered when using CAI, especially in medical/health education.
Despite the positive experiences, the COBES Alumni identified various challenges associated with administration and coordination of COBES at Makerere including inadequate communication, infrastructure and access to learning materials.
Working in close association with the information technology staff, a number of online resources, such as discussion boards, multimedia, were created to ensure ongoing access to learning and assessment materials.
m-Apps enabled students' access to the learning material using their smartphone.
Findings indicate that low, medium, and high performing students tend to access learning materials late with work intensity spiking on the lecture day, specifically during the lecture session.
Almost half the students (47%) felt that they would like access to interactive learning material to download to an iPod and 55% believed they would use an iPod to learn whilst travelling.
