Over the past few years, we have witnessed immense advancements of technology which challenge conventional teaching methodologies. This paper analyses an open and distance learning university from two culturally distinct continents --Africa and Asia-- through an international staff exchange program that was attended over a two-week period. This essay examines both distance learning institutions and data that was collected through interviews and observations to benefit students through quality assurance. According to the research presented in this paper, it is necessary to create an atmosphere that makes it possible for quality assurance activities to be carried out consistently. Distance learning institutions need to move towards a culture of quality and by doing this they need to tailor their student support not just to produce graduates at the end of a cohort but to produce quality graduates needed for the ever evolving and rapidly transforming information and communication technologies. The recommendations made in this paper are intended to help distance education institutions develop a culture of quality. It is argued that to successfully develop a quality culture, a supportive environment should be created for pedagogical activities linked to quality assurance.